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School of 
Public Health 


Post Office Address: Sll^^-^^^ ^C/ 


Columbia School of Public Health 
600 VCest 168th Street 
New York. NT 10032 

General Information: ///3'^/'?^S^ 

,.\rea code 212> 305-3927 

Fax: (Area code 212) 305-1460 (^ J , 


• Admission • Bulletins • Career Services /y " ^^ // 
Office of Student Services ^ 

School of Public Health 

600 West 168th Street 

NewYork, NT 10032 

Office Location: 6/7 Wesr I68th Street, 3rd floor 

telephone (212) 305-3927 

• Financial Aid 
Financial Aid Officer 
School of Public Health 
600 West 168th Street 
No* York, NT 10032 

Office Location: 617 West I68th Street, 3rd floor 

telephone (212) 305-4113 

An admission application is provided in the back of this bulletin. See Financial Aid section regarding 

application procedure for financial aid through the Graduate and Professional School Financial Aid Service (GAPSFAS). 

• Registration • Payment of Fees • Withdrawal Notices • Requests for Transcripts 
of Records • Certifications to Government Agencies 

Student .\dministrative Services 
Health Sciences Division 
141 Black Building 
630 West 168th Street 
New York. .NY 10032 
telephone (212) 305-3992 

• Student Health 

Columbia University Student Health Service 

60 Haven Avenue 

Walk-in U-vcl 

New York, NY 10032 

telephone (212) 305-3400 

• Housing 

Health Sciences Housing Office 
Bard Hall 
yj Haven Avenue 
NewYork, NY 10fJ32 
telephone (212) 305-6853 
Admissions Office 
5^J0 Riverside Drive 
New York, NY 10027 
telcphfjnc (212) 316-8436 

Pfwima-stcr: Send change of address to Crjlumbia University Bulletin, School of I'lihlu I Icalth, 600 West 16Ktli Street, New York, NY 10032 

Columbia University Bulletin 

(USPS l2iH20) 

Volume 27, Number 5 

Aufi,w;t27. 1993 

Published once a month In May, June, and September; twice a month in July and August, for seven lonscc utivc issut-s by Cdlunihia 

University, New York, NY 1(X)27. Second class postage paid at New York, NY 

Cover: The Columbia Health Sciences Campus overlooks the George Washington Bridge, one of the wodd's largest and most handsome 

suspension bridges, connecting New York and New Jersey, Photo: Rene Perez 

Please save this llultetln and use It as a source for conltnuinff reference. 




School of 
Public Health 


Letter from the Dean 
Academic Calendar 
School of Public Health 

Histon' and Organization. Educational Programs. 
Research. Senice Activities. Officers of Administration, 
Professors Emeriti. Advisory Council. 


Resources for Study Libraries Affiliated Health 
and Academic Resources. 


Degree Requirements 

MPH, 21 

MS, 22 

DrPH, 22 

PhD, 23 

Joint Degree, 23 


Academic Programs 

Faculty. Program Descriptions, Course Descriptions 

Introduction, 25 

Biostatistics, 27 

Environmental Sciences, 32 

Epidemiology', 38 

General Public Health, 44 

Geriatrics and Gerontology, 46 

Health Policy and Management, 49 

Population and Family Health, 57 

Public Health Nutrition, 62 

Sociomcdical Sciences, 64 

Troiiii 111 Medicine, 71 


Admission Requirements and 
Application Procedures 


Registration and (trading 


Ices, lixpenscs, and financial Aid 


Sludcnl Services/Stiidciil Life 


I'nivcrsity Regulations 


Protection Against Sexual llarassnieni 


Indexes 'iciicr/i/ liu iilly 


Columbia in New York City 


Application Checklist 
Admission Application 


' hack cover Map of Health Sciences Campus 


The School of Public Health is an exciting community' — a small 
graduate school where students, faculty, and staff are working 
together on the major health issues of the day. Our New York City 
setting provides both a wide range of truly complex public health 
and social challenges and the world's most comprehensive net- 
work of private and public health care and social services. 

These are challenging times for the health field both in the United 
States and abroad. Public Health, which eariier in its history was 
chiefly concerned with sanitation and the control of epidemics, 
now addresses a complex range of health-related issues, such as 
AIDS; health care financing; environmental contamination; health 
care for the homeless, indigent and uninsured; adolescent preg- 
nancy; global population issues and infant and maternal mortality 
in the developing v/orid. These and many other difficult problems 
are the concerns of our faculty and School. More than ever, 
well-trained professionals are needed for the broad field of public 
health. With health reform at the top of the Clinton Administration's 
agenda, the issues for public health are especially highlighted. 

This bulletin describes the exciting programs offered by the 
Columbia School of Public Health. We are one of the oldest of the 
twenty-four accredited schools of public health in the country, 
located in one of the most fascinating cities in the United States. 

We have a rich array of educational, research, and service pro- 
grams at the School, all available to our students. While much of 
our attention is devoted to health issues in New York and in the 
United States, we also have significant activities in the area of 
international health and family planning in the developing world. 
Our commitment to flexibility in the learning process permits 
students and faculty from many disciplines and backgrounds to 
find new perspectives and approaches to critical issues in public 

While interviews are not required, we encourage you to call or visit 
the school to explore the opportunities in more depth with our 
Student Affairs Office and/or with faculty- in the various divisions. 

With best wishes. 

Allan Rosenfield, M.D. 


The following Academic Calendar was correct and complete as of 
the time of publication; however, the University' reserves the right 
to re\Tse or amend it, in whole or in pan. at any time. Information 
on the current status of the Academic Calendar for the School of 
Public Health may be obtained from the Office of Student Ser\'ices, 
f 2 12) 305-392". 

Major Religious Holidays 

Some of the major holidays are shown below. The Jewish and 
Islamic holy days begin at sundown of the preceding day. The exact 
dates for the Islamic holy days may vary by one or two days from 
the estimated dates given below 


Rosh Hasbanah Thursday, Friday, September 16, 17 

Yom Kippur Saturday, September 25 

First days of Succoth Thursday, Friday, September 30, October 1 

Concluding days of Succoth Thursday, Friday, October 7, 8 

Lunar New Year Thursday, February' 10 

IdalFitr Monday, March 14 

First days of Passover Sunday, Monday, March 27, 28 

Good Friday Friday, April 1 

Concluding days of Passover Saturday, Sunday, April 2, 3 

Shavuoth Monday, Tuesday, May 16, 17 

Id al tVlha Saturday, May 2 1 


Hosh llashanah Tuesday, Wednesday, September 6, 7 

Yom Kippur Thursday, September 15 

First days of Succoth Tuesday, Wednesday, September 20, 2 1 

Concluding days of Succoth Tuesday, Wednesday, September 


iMnarNeu) Year Tuesday, January 31 

Id al I'itr Friday, March 3 

GfHjd Friday Friday, April 14 

First days of Passover Saturday, Sunday, April 15,16 

Concluding days of Passover Monday, Tuesday, April 2 1 , 22 

IdalAdha Wednesday, May 10 

Shavuoth Sunday, Monday, June 4, 5 


Autumn Term 1993 


2 Monday. Last day to file application, or renewal, or change of 
name for October degrees. NO EXCEPTIONS. 


1 Wednesday. Orientation. 

1—2 Wednesday-Thursday. Registration for the Autumn term. 

7 Tuesday. Cla.sses begin. First day to change programs. 

17 Fiiila\-. da\- to change program.s, NO ADJUSTMENT OF 


20 Wednesday. Award of October degrees. 


2 Tuesday, Election Day. No classes. 

15—19 Monday-Friday. Early Registration for ihc Spring term, 

19 Friday. Last day to drop inclivitlual lounscs or change to grade. 

25—28 ■i'hiirsday-Sunday. Thanksgiving holidays. 


1 Wednesday. Ijst day to file application, or renewal, or change 
of name for I'ebruary degrees. NO EXCEPTIONS. 

13 Monday. Last day of classes. 

14—15 Tuesday-Wednesday. Study days. 

16—23 Thursday-Thursday. L^xaniinaiion pt-iiod. 

23 Thursday, Term ends. 

24 Friday, through Januaiy 16, 1994, Sujiciay. Winter holidays. 


Spring Term 1994 


12-13 Wednesday-Thursday. Registration for the Spring term. 

17 Monday. Martin Luther King, Jr., Day observed. No classes. 

18 Tuesday. Classes begin. First day to change programs. 

28 Friday. Last day to change programs. NO ADJUSTMENT OF 


1 Tuesday. Last day to file application, or renewal, or change of 
name for May degrees. NO EXCEPTIONS. 

9 Wednesday. Award of February degrees. 

21 Monday. Washington's Birthday observed. No Classes. 


13—20 Sunday-Sunday. Spring holidays. 

24 Thursday. Last day to drop individual courses or change to 
pass /fail grade. 


11—15 Monday-Friday. Early Registration for Summer and Au- 
tumn terms. 


2 Monday. Last day of classes. 

3—5 Tuesday-Thursda\'. Stuily days. 
6—13 Friday-Friday. Examination period. 
13 Friday. Term ends. 


19 Thursday. Conferring of degrees. 

Summer Session 1994 

23 Monday. Registration. 
23 Monday. begin. 

30 Monday. Memorial Day Obseneti. No classes. 

31 Tuesday. Uite registration. First day to change programs. 


3 Friday. Uist day to change programs. NO ADJUSTMENT OF 

17 Friila\'. Uist day to ilrop Indixidual courses or change to 
pass /fail grade in first six-week session. 

29-30 Wednesday-Thursday. Registration for tiie second sL\- 
week session. 


1 Friday. First six-week session ends. Designated as make-up day 
for Monday May 30 class unless alternate arrangements are made 
by instructor. 

5 Tuesday. Second six-week session begins. 

5—8, 11 Tuesday-Friday, Monday. Late registration for the sec- 
ond SLX-week session. 

5—8 Tuesday-Frida>'. Change of program perioil. NO ADJUST- 

29 Friday, kist da\ to drop individual courses or change to 
pass/fail grade. 


1 Monday. Last day to file application, or renewal, or change of 
name for October degrees. NO EXCEPTIONS. 

12 Friday. Last day of classes. 


Autumn Term 1994 

31 \V'ednesda\'. Orientation. 

31 Wednesday-Thursday, September 1. Registration for the 

■•Kutumn term. 

5 Montla\-. Uibor Day. No classes. 

6 Tuesday. Classes begin. First day to change programs. 

16 Friiiay. Last day to change programs. NO ADJUSTMENT OF 


19 Wednesda\'. Award of October degrees. 


8 Tuesday. Election Day. No classes. 

14—18 Monda\'-Friday. Early registration for Spring term. 

17 Thursday. Utst day to drop individual coui^es or change to 

pass fail grade. 

24—27 Thursday-Sunday. Thanksgiving holidays. 


1 Thursday. Last day to file application, or renewal, or change of 
name for Februan- degrees. NO EXCEPTIONS. 

1 2 .Monday. Classes end. 

13—14 Tuesdav- Wednesday. Study days. 


15—22 Thursday-Thursday. Examinations; term ends. 

23 Friday, through Januan- 16, 1S>93. Sunday. Winter holidays. 

Spring Term 1995 


11—12 Wednesday-Thursday. Registration for the Spring term. 

17 Tuesday. Classes begin. First day to change programs. 

27 Friday. Last day to change programs. NO ADJUSTMENT OF 


1 Vi'ednesda\'. Last day to file application, or renewal, or change 
of name for May degrees. NO EXCEPTIONS. 

8 Wednesday. Award of Februan- degrees. 

13 Monday. Washington's Binhda\' obsersed. No classes. 


1 Wednesday. Last day to file application, or renewal, or change 
of name for iMay diploma. NO EXCEPTIONS. 

12—19 Sunday-Sunday. Spring holidays. 

23 Thursday. Last day to drop individual courses or change to 
pass/feil grade. 


3—7 Monday-Friday. Early registration for Summer and Autumn 


1 Monday. Last day of classes. 
2—4 Tuesday-Thursday. Study days. 
5—12 Friday-Friday. Final examinations. 
12 Friday. Term ends. 


17 Wednesday. Conferring of degrees. 


History and Organization 

For nearly three-quarters of a century, the Columbia School of 
Public Health, one of the oldest in the nation, has been on the 
cutting edge of public health education. It has assumed leadership 
in disease prevention and, with equal emphasis, in the active 
promotion of health for all. It is one of twenty-five schools of public 
health in the United States accredited by the Council on Education 
in Public Health. 

The School of Public Health was founded in 1919 by the legacy of 
Joseph R. DeLamar, and opened its doors two years later as the 
DeLamar Institute of Public Health within the College of Physicians 
and Surgeons. Since the late 1920's, the School has been located in 
the Columbia-Presbyterian Medical Center (CPMC), one of the 
country's largest and most successful academic medical centers. In 
1945, the Institute became the School of Public Health. 

Throughout its history', the School has maintained contact 
with its sister schools at CPMC, including the College of Physicians 
and Surgeons, the School of Dental and Oral Surgery, and the 
School of Nursing. The School also collaborates with The Presbwe- 
rian Hospital, the New York State Psychiatric Institute, and with 
other Columbia-affiliated hospitals including St. Lukes-Roosevelt, 
Harlem Hospital, Mary Imogene Bassett (Cooperstown, New 
York), and Morristown (New Jersey). 

The School is situated in a cit>' where life and health are often 
endangered by drug, alcohol, and tobacco abuse, HIV infection, 
malnutrition, child abuse, homelessness, too-early and too- 
frequent pregnancies, inadequate primary health care, serious 
health care financing issues, and a hospital financial crisis — an 
alarming array of adverse conditions. The comprehensiveness of 
New York City's social and health problems, howc\cr, offers the 
School a unique opponunity — a testing ground — for formulating 
policy and carrying out quality research that answers local needs 

Pr ( l-.iL'ivll Koop. former I 'S. Surgeon General, risils a school-based clinic in Washington Heights operated hv Center for Population and Family 
Health, accompanied by Dean Rosenfield (center, rear) and Center Director. Pmfessor fames McCarthy (right, rear). Dr. Koop ivas at iIk' SclxKil to delitvr 
the first Frank A. Caldemne Lectureship. 


while also modeling solutions for similar situations at sites across 
the country' and around the globe. 

Otganization of the School 

The curriculum and organization of the School of Public Health are 
constanth' re\iewed for their level of responsiveness to changing 
public health priorities. At present the School has seven Divisions, 
se\eral with long and distinguished histories and some recently- 
established. In addition to its priman- function of teaching, every 
Division also emphasizes research and service. Students work 
under faculty guidance on many of the School's projects in order to 
gain firsthand experience in the design and execution of research 
protocols and senice programming. 


Long before the widespread availability of the computer, health 
professionals recognized biostatistics as an important measure- 
ment of effeaiveness for new preventive, diagnostic, and treat- 
ment measures in modem medicine and in public health analysis. 
One of the first in the nation, the Division of Biostmistics at the 
School of Public Health was established in 1940. 


The School has long been in the vanguard of institutions respond- 
ing to the impaa of industrialization on the health of our 
environment and human populations, and early in its history 
created a Division of Environmental Health and Occupational 
Medicine (since 1970 the Division of Environmental Sciences). 
Current topics under study include: environmental contaminants, 
toxic chemicals, carcinogens and occupational hazards. 


One of the mainstays of public health, Epidemiology, studies the 
occurrence and distribution of disease and other health-related 
conditioas in populatiejns. Epidemiology's principles and methods 
provide knowledge of the natural history of diseases, are the 
foundation for preventive health interventions, and form the basis 
for rational decisions concerning clinical and medical practice and 
public health policy. 


As care facilities for the ill grew in number and complexity, the 
Schfxjl responded by dc-veloping the institute of Administrative 
Medicine. In the 1970's the Institute became the Division of I lealth 
Administration, offering progranxs in public health practice, hospi- 
tal administration, p<jlicy formulation, and administrative medi- 
cine. TfxJay it Is known as the Division of lleallb Policy and 
Manaffement, reflecting the grf)wth of governn)crital policies anti a 
greater demand for managerial and entrepreneurial skills, 


The Division of Population and Eamily Health was created in 
1975 to the high rate of population growth in many pans 
of the developing world, and to study the health and welfare of 
women, infants, and young children in the United .States, as well as 
Asia, Africa, and l^atin America. The Division provides direct 
.servicc.s, designs and tests inntwative methods of .service delivery, 
iraias public health workers, conducts basic and applied research, 
and contributes to the development of relevant public policy. 


With the establishment in 1968 of the first ft)nnal division of 
behavioral sciences in a public health school, the School took 
another pioneering step for the public health field. The Division of 
Sociomedical Sciences focuses on soci;il and behavioral factors 
affecting health care. Within its purview, faculty and students from 
fields as diverse as sociology, anthropology, social psychology, and 
political science bring their special expertise to the study of health, 
health care, and health care senices deliveiy. 


One of the School's oldest Divisions, Tropical Medicine, was 
established in 19-i8 to study the large number of parasitic diseases 
which, particularly in the developing wodd, constitute a signifi- 
cantly large portion of public health problems. This Division's 
immunologic and molecular science research is responsible for 
better understanding and control of parasitic diseases. 


In addition to the Divisions, the School spon.sors a number of 
unique academic programs. In 1985, the School became the first in 
the nation to create a special program in Geriatrics and Gerontol- 
ogy. Because people over 65 years of age form the fastest growing 
segment of the population, their health care needs are a priority 
among policy makers and health professionals. This program 
fiilfills the immediate need for research and training of profes- 
sional health care administrators in this area. A new program in 
Public Health Nutrition initiated with the Institute of Human 
Nutrition has a major focus on the role of nutrition in health 
promotion and disease prevention. The public health nutrition 
group conducts, coordinates and leads activities at the School 
which integrate basic and clinical nutrition research with applietl 
research. The group translates these findings into health promo- 
tion and disease prevention interventions, strategies and policies. 
The program integrates academic programs at the master's and 
doctoral level in nutritional epidemiology, maternal and child 
health nutrition, environmental nutrition and other combinetl 

Because the principles of public health are applkablc to a wkle 
variety of professional disciplines, the student body reflects great 
diversity in previous training and experience. Major tiecisions 
concerning part-time attendance have greatly improved educa- 
tional efforts by making it po.ssible for well-ciualified health 
professionals to receive their academic credentials while continu- 
ing to contribute in their professional roles. This has occurred 
largely through a program of year-round evening courses, ex- 
pandeil summer coLirse offerings, and a newly introduccti Execu- 
tive Program for working professionals. Students continue to .seek 
education at the School of Public Health from all areas of the 
United States and from countries on eveiy continent. 

The School has devek)ped its joint degree programs with a view to 
encouraging students to integrate public health training with other 
clinical or professk)nal studies (e.g. medicine, international affairs) 
which have a natural interface with public health. Joint degree 
programs currently enroll students in a variety of the University's 
professional schools, The School has also reached out to establish 
relationships with residency programs in preventive medicine in 
other metropolitan medical .schools, and has taken measures to 
allow students in llic licallli iirofi-ssions in other jiiifropolilan 
universities to earn i nm iirirnl piihlii licallli (k-);ict-,s. 


Professor Rosemary Barhcr-Madcten leads a seminar in maternal and child health. 

Educational Programs 

The School's educational programs undergo constant modifica- 
tions. Careful study of the existing health system, the probable 
shape of a future system, and the preparation of students for 
required operational, research, and teaching activities continue in 
the forefront of educational planning. In particular, consideration 
is given to the system roles that need to be filled, the career 
decisions graduates need to make, and the group and personal 
relationships necessary to the task of problem solving. As a result 
of these considerations, a number of carefully designed educa- 
tional programs have been developed. 

Current educational objectives emphasize the preparation of 
professionals for generalist and specialist roles in public health. 
The School administers three graduate degree programs (Master 
of Public Health, Master of Science, Doctor of Public Health), and 
cooperates vv-ith other University units in programs leading to the 
Ph.D. degree and a number of joint degrees: Master of Public 
Health/Medical Doctor. Master of Public Health/Doctor of Dental 
Science, Master of Public Health/Master of Science in Nursing, 
Master of Public Health/Master of Science in Occupational Therapy, 
Master of Public Health/Master of Business Administration, Master 
of Public Health/Master in International Affairs, Master of Public 
Health/Master of Public Administration, Master of Public Health/ 
Master of Science in Social >X'ork, Master of Public Health/Master of 
Science in Urban Planning. The School also offers two new dual 
degree programs, one for medical and dental students leading to a 
Master of Science in Health Senices Management, and a dual 
Master of Science/Master of Public Health program in Public 
Health Nutrition. Each of these degree programs, unique in its 
goals, academic criteria, content, and methods, is described in 
more detail elsewhere in this bulletin. 

Among the overall educational objectives for all graduates of the 
School is the (.levelopment of indi\idual competence and improved 
skills, particularly in (a) recognizing and defining public health 
problems, setting priorities, and using scientific approaches to 

problem solving; (b) accumulating appropriate data information, 
anah-zing and interpreting findings, and assessing relevance and 
validity; and (c) communicating effectively with colleagues and a 
variety of groups involved in delivering health services. To accom- 
plish these objectives, students are encouraged to seek both 
general perspectives and in-depth experiences in their studies. 

In all programs, students are urged to choose at least one area of 
concentration. In the M.S. and Dr.P.H. programs, specialization is 
expected. In the M.P.H. degree program, up to fifty percent of 
required course credits have a concentration focus. Current major 
areas of educational concentration or specialization: 


environmental sciences, including medical 'health physics, occupa- 
tional medicine, environmental or molecular epidemiolog\', and 
epidemiology', including neuroepidemiologv', psychiatric epidemi- 

olog\' and cardiovascular epidemiology- 
geriatrics and gerontology-, including long term care administration 
health policy and management, including health policy, planning, 

health economics, and evaluation 
population and family health, including maternal and child health, 

international health 
public health nutrition 

sociomedical sciences including health promotion and di.sease 

The School has an exceedingly qualified facult>-, including facult>- 
currently working in agencies and institutions in the New York 
metropolitan area. Their particular contribution is to relate class- 
room theoiy to the realities of practice. Educational resources are 
rich both within the Univcrsin- and in the metropolitan area. 
Experimentation with teaching methods is continuous, and use is 
made of combinations of approaches, including lectures, seminars, 
case studies, role-playing simulations, audiovisual aids, field experi- 
ences, and research. 

The Instructional activities of the School extend beyond the 
campus to provide continuing educational opportunities for practi- 
tioners in the field. These non-degree educational activities serve 


professional personnel of many disciplines in official and voluntar\' 
health agencies and in health facilities, including hospitals, nursing 
homes, and health care programs. Topics of current interest are 
presented in short-term, intensive courses, workshops, and semi- 
nars often conduaed in cooperation with state and local health 
agencies and other professional groups. 

Research Programs 

The condua of high-qualit>- research is a priority' for faculrv' of the 
School. Facult>' involvement in research projects enriches class- 
room and tutorial experiences for students and contributes to 
public health knowledge. Many research programs afford opponu- 
nities for student panicipation. Research is undertaken both 
independendy and in collaboration with the other Health Sciences 
schools (Physicians and Surgeons, Nursing, and Dental and Oral 
Surgery) and their specialized institutes and centers; Presbnerian, 
Harlem and the other hospitals affiliated with Columbia University'; 
other schools of the university, and nonaffiliated individuals and 

The goal of the School's social and basic science research is to 
analyze and explain public health problems in this country and 
developing nations, with the added intent of recommending action 
and policies to address these problems. In addition, research is 
encouraged because it provides an atmosphere conducive to 
scientific inquiry, new methodological approaches to public health 
problems, and the development of public health leaders. It also 
provides a major source of financial support for the School and its 

Service Activities 

The School of Public Health is distinguished among the profes- 
sional schools in its field for its emphasis on community responsive- 

Recently the School, in collaboration with Harlem Hospital Center, 
created the Harlem Center for Health Promotion and 
Prevention. The Center is one of .seven prevention centers funded 
by the Centers for Disease Control to develop creative and 
rcplicable methrxls for promoting health and preventing di.sease. It 
is unique in its focus on an inner city population, the residents of 
Central Harlem. Research and evaluation projects currently being 
conducted at the Center include: The Epidemiology and Preven- 
tion of Violence Among Youth in Harlem; Prevention Education In 
Primary Care; and a household survey of risk factors for major 
cau-ses fjf death in Harlem, 

A .second projea at Harlem Hospital Center aims to reduce the 
incidence of cardiovascular A project being carried out 
with Presbyterian Hospital in the ethnically mixed Washington 

Height-Inwood section of Northern Manhattan is also concerned 
with pre\enfive and priman' care for cardiovascular disease. A 
faculr.- member at the Man,' Imogene Basset Hospital in upstate 
New York has been funded for a similar project with a predomi- 
nantly airal population. 

Beginning in 1991, the School and the New York Cin- Department 
of Health joined forces in a unique collaborative effort to carr)' out 
joint research on health issues of key concern to the Cit>' and to 
e.xpand co-operative teaching acti\ities. The Model Department of 
Health School of Public Health Collaboration has already pro- 
duced promising results. For example, a joint research project on 
drug-resistant tuberculosis in N\'C, designed to implement better 
surveillance methods, has succeeded in dramatically increasing the 
number of identified TB cases. Collaborative projects for 1993 
include important work on controlling drug-resistant TB, analyzing 
trends in the utilization of family planning ser\'ices, and improving 
immunization status among children. 

The National Center for Children and Povert>' (NCCP), established 
in 1989 to strengthen domestic policies and programs for poor 
families and their children, has expanded its efforts. Recent 
initiatives include a study of Head Start programs' health compo- 
nents; a case-based study of existing family day care for low-income 
families; and an examination of Medicaid case management for 
expectant mothers and young children. NCCP also plays a key 
collaborative role in the new National Center for Semce Informa- 
tion Clearinghouse, designed to provide information about rel- 
evant publications, promising service integration initiatives, and 
pertinent organizations. 

The School continues to mobilize its resources for the public 
health crisis, AIDS. Education and counseling for local junior and 
senior high school students have been initiated. Extensive research 
continues to be conducted on the ethical, medical and social issues 
affecting the prevention and treatment of the disease. The School 
coordinates a federally funded, multi-institutional program of 
HrV-rclated training to doctors, nurses, dentists, and other profes- 
sionals throughout New York State. It also .serves as coordinator for 
a collaborative program of five upper Manhattan hospitals which 
provides comprehensive, "one-stop" care to women, children and 
families at risk for or infected with IIFV. 

In addition, since 1976, the Division (ami (Icnicr) of Populaiion 
and Family Health (CPFH) has coordinated an active family 
planning program with the Department of Obstetrics and Gynecol- 
ogy. the prevention of unwanted teen pregnancies is a 
major goal, the programs include male and female teen clinics at 
Presbyterian Hospital, anti community educational outreach. 
School-based clinics in four local junior high .schools, run in 
collaboration with the Department of Pediatrics, offer health and 
.social .services, sex education, and special programs to promote life 
skills and career awareness and to reduce violence. 

In 1993, CPFH and the Department of Pediatrics will open a Head 
Start prcjgram for the Washington Ileighis/lnwood community, 
one of the first to be run by an acadcniii- Ir':iIiIi ( iMiler (;in(l the first 
by a School of Public I lealth ) . 


Officers of Administration 

George Rupp, Ph.D. 
President of the University 

Jonathan R. Cole, Ph.D. 
Provost of the University 

Herbert Pardes, M.D. 

Vice President for Health Sciences 


Allan Rosenfield, M.D. 

Dean and Joseph R. DeLamar Professor of Public Health 


Andrew Davidson, Ph.D. 
Associate Dean for Academic Affairs 

Robert E. Fullilove, Ed.D. 

Associate Dean for Community and Minority Affairs 

Cheryl Healton, Dr. PH. 

Associate Dean for Program Development 

Michael P. O'Connor, Ed.D. 

Associate Dean for Finance and Administration 

William A. Van Wie, Dr.P.H. 
Associate Dean for Student Affairs 


Debra Bartelli 

Director, Program Development 

Patricia Gilling 

Administrative Assistant. Dean's Office 

James Heisey 

Director. Development and Alumni Affairs 

Barbara Johnston 

Administrative Assistant. Financial Aid Officer 

Brigitta Payne 

Manager. Financial and Administrative Services 

June Saunders 

Manager. Student Information Systems 

Phyllis Stamer 

Director. Academic and Student Affairs 

Moira Walter 

Program Coordinator, Community and Minority Affairs 

Professors Emeriti 

Jack Elinson, B.S., MA., Ph.D. 

Professor Emeritus of Public Health (Sociomedical Sciences) 

LeonardJ. Goldwater, M.D., Med.Sc.D., M.S. 
Professor Emeritus of Occupational Medicine 

Dezider Grunberger, M.Sc. Ph.D., Sc.D. 
Professor Emeritus of Biochemistry & Molecular Biophysics 
(in the Institute of Cancer Research) and Public Health 
(Environmental Sciences) 

Michael Katz, M.D. 

Reuben S. Carpentier Professor of Pediatrics and Public 

Health (Tropical Medicine) 

Sidney Katz, M D 

Professor Emeritus of Geriatric Medicine (in Medicine. Public 
Health and the Center for Geriatrics and Gerontology) 

Lucie S. Kelly, R.N., PhD 

Professor Emeritus of Nursing and Public Health (Health 

Policy and Management) 

Zena A. Stein, B.A., M.A.. MB, Ch.B. 

Professor Emeritus of Public Health (Epidemiology) 

(in Psychiatry) (in the Sergievsky Center) 

MervynW. Susser, MB., Ch.B. 

Gertrude H. Sergievsky Professor Emeritus of Public Health 

(Epidemiology) (in the Sergievsky Center) 

Frank W. van Dyke, B.A., M.S. 

Professor Emeritus of Public Health (.Administrative 


Robert J. Weiss, B.A., M.D. 

Dean Emeritus and Delamar Professor Emeritus of 

Public Health. Social Medicine and Psychiatry 

Roger W. Williams, B.S., M.S., Ph.D. 

Professor Emeritus of Public Health (Tropical .Medicine) 

Samuel M. Wishik, B.A., M.D., M P H. 
Professor Emeritus of Public Health Practice 

Samuel Wolfe, M.D., Dr.P.H. 

Professor Emeritus of Public Health (Health Policy and 


Joe D. Wray, B.A., M.D., M.P.H. 

Professor Emeritus of Clinical Public Health (Population 

and Family Health) 

School of Public Health 
Advisory Council 

Fredrick D. Alley 
Diana Landreth Altschul 
Holly Atkinson 
Robert M. Batscha 
Arthur Blau 
Rabbi Balfour Brickncr 
Judy Collins 
Alfred B. Engleberg 
Audna England 
Alan I. Goldman 
Sherwin Z. Goodblatt 
Dennis L. Helliwell 
Melvin Katz 
Charles Kirkwood 

Mathilde Krim 

Ronald H. Lauterstein 

Jean B. Mahoney 

Richard K. Manoff 

Lecda Marting 

Ponchitta Pierce 

Frederick O. Pinkham 

James H. Rosenfield 

Nanc>' Rosenfield 

Jinee Russell 

The Honorable James H. Scheuer 

Faye Wattlcton 

Ruth A. Wooden 

David C. Young II 



The Columbia Libraries, the nation's eighth largest academic 
library s\'Stem, is one of the great research libraries in the countiy, 
and one of the University's strongest assets. 

>X'ith more than 450,000 volumes and a staff of fift\-, the Augustus C. 
Long Health Sciences Libran'. housed in the Julius and Armand 
Hammer Health Sciences Center, 701 West 168th Street, is one of 
the largest medical center libraries in the United States. It is well 
able to serve the needs of facultv', students, and researchers in the 
health sciences disciplines. More than 4,000 periodicals are re- 
ceived regularly. The Library includes a Media and microcomputer 
Center, a microcomputer classroom, and a significant rare book 
and special colleaions seaion. The four floors occupied by the 
Library' offer a comfortable atmosphere conducive to study, includ- 
ing such amenities as individual study carrels, group study and 
conference rooms, and a leisure reading lounge. The Library offers 
a wide array of information services, including computerized 
literature searching, individual consultation on research topics, 
and instruction on the use of information resources. 

The New York State Psychiatric Institute Library, on Columbia's 
Health Sciences Campus, is a major resource for psychiatry, 
psychrjanalysis and clinical psychology. In addition, it has strong 
colleaions in cognitive and experimental p.sychology, neurosci- 
ence, child psychiatry and psychology, and statistics. 

Over twenty other Columbia libraries are located on the Morning- 
side campus, and are open to all students and faculty who carry 
Columbia identification cards. The main collection is housed in 
Butler Library; special and departmental collcctitjns are hou.sed in 
other buildings on the campus. Columbia students and faculty are 
alsf) permitted access to the collections of approximately forty 
other research institutions including Stanford and Yale universi- 
ties, under the auspices of the Research Libraries Group. Informa- 
tion ab(jut the l,ibr;iri'-s f ironp < ;in be obtained from the 
Health Sciences Library. 

A sIihIy rlivtl in llir Ih-iillh Si ii'iii cs /.ihri 


Affiliated Health and 
Academic Resources 

The School of Public Health's collaborative relationships with 
other units of the University and with outside agencies and 
institutions provide students with opportunities to explore wider 
areas of public health concern from different viewpoints. The 
following indicate some of these extramural resources which 
currently contribute to the School's programs. 

Affiliated Centers 


The Medical Center was opened in the spring of 1928, seven years 
after the establishment of a permanent affiliation between Colum- 
bia University and the Presbyterian Hospital. It consists of the 
following units: the divisions and institutes of the Columbia 
University Faculty of Medicine (the College of Physicians and 
Surgeons, the School of Nursing, the School of Public Health, the 
Institute of Human Nutrition, International Institute for the Study 
of Human Reproduction); the Columbia University School of 
Dental and Oral Surgery; the Presbyterian Hospital and its subdivi- 
sions; the New York State Psychiatric Institute; and the Upper West 
Side Health Center. 

The Medical Center occupies a plot of land given to Columbia 
University and the Presbyterian Hospital by Mrs. Stephen V. 
Harkness and Mr. Edward S. Harkness. It comprises about twenty 
acres, extending from West l65th Street to West l68th Street and 
from Broadway to Riverside Drive, and is readily accessible from all 
parts of the city. 

A large number and variety of educational programs use the 
combined resources of the Medical Center and its affiliated 
hospitals (Presbyterian Hospital, Harlem Hospital Center, St. 
Luke's-Roosevelt Hospital Center, Overlook Hospital, Helen Hayes 
Hospital, and Mary Imogene Bassett Hospital). The College of 
Physicians and Surgeons, concerned primarily with medical educa- 
tion, occupies a central position in the Medical Center. Its teaching 
laboratories and classrooms connect with the wards and ambula- 
tory services of the Presbyterian Hospital and with the research 
laboratories of the William Black Medical Research Building. The 
School of Public Health shares in the use of these and other Health 
Sciences facilities. 


The Center was established and funded by the Faculty of Medicine 
and the New York State Office of Mental Health and is a rich 
resource for teaching and research in geriatrics and gerontology in 
a group of medical as well as long-term care facilities and in 
community settings. The components of the Center comprise an 
independent entity in the Faculr\' of Medicine, an academic 
program in the School of Public Health, and a Department in the 
New York State Psychiatric Institute. The Center was designated by 
the Administration on Aging as a long-term care gerontology' center 
for HHS region II. The Center has forged development of models 
for an alliance between the University and communir\' care 
providers for the development of senices to the elderly. Its major 
focus is cross-national research and the care of the eldedv. 


One of seven federally funded Prevention Centers nationwide and 
a collaborative program of the Harlem Hospital Center and the 
School of Public Health, the Center's mission is to collect, 
disseminate and implement knowledge of new research findings 
about disease prevention and health promotion among urban 
populations. Its overall goal is to identif)' ways to decrease the high 
rates of morbidity and mortality among both children and adults 
living in Harlem. It is a unique resource for communit\' residents, 
health care providers, and researchers committed to improving 
the health status of the Harlem community-. 


The National Center for Children In Poverty was established at the 
School of Public Health to strengthen domestic policies and 
programs for poor families and their children, especially those 
under age six. Supported by the Ford Foundation and the Carnegie 
Corporation, the Center focuses on interdisciplinary research, 
polic>' and practice in maternal and child health, social support and 
early-childhood education. Using the resources of its librar\', public 
education effort, and publications, the Center assesses and s\Tithe- 
sizes promising policy and program ideas for the plight of poor 
children. These findings are brought to the attention of state and 
local policy makers, program managers, advocates, the media, and 
others in the public and pri\ate sectors. Some recent initiatives 
include: a study of Head Start Programs' health components; a 
case-based study of existing famih- day care for low-income 
families; and a collaboration with the National Council of Churches 
to improve children's access to health care through strengthening 
voluntary church-based programs. The Center will also coordinate 
treating the AIDS and tuberculosis epidemics. 


The Sergievsk\' Center is a center for research in the epidemiology 
of epilepsy, cerebral palsy, and developmental brain disorders, as 
well as neurological diseases of the eldedv such as Alzheimers 
Disease. The Center has a core scientific faculn' concerned with 
the development of research in the epidemiology' of those dis- 
eases. Funded with an endowment, it participates in the teaching 
programs of the Epidemiology' Di\'ision of the School of Public 
Health and the depanments of Neurolog\' and Pediatrics and 
provides a major resource in epidemiologic research and training 
in neuroepidemiolog>'. 


The International Institute for the Study of Human Reprcxiuction 
was founded in 1965 by Dr. Howard C. Taylor and was made 
possible by a substantial grant from the Ford Foundation. The 
primary' purpose of the founder was to foster research in the 
sciences relevant to the solution of the worid population problem. 
In more recent years, the aims of the Institute have been 
interpreted more broadly to include teaching, research, and the 
pro\ision of clinical and .scxrial semces related to the reproductive 
health of men and women. 

The Institute consists of three centers. The Center for Reproduc- 
tive Sciences is a multidi,sciplinar\- group of basic and clinical 
research scientists with a specific interest in the overlapping field 
of genetics and eariy development, panicularly concerned with 
understanding the mechanisms that control normal germ cell 
development, normal genome expression, and their significance in 
the production of abnormal human ofifepring. The Center includes 


divisions of genetics of reproduction, molecular reproductive 
endocrinolog>\ biochemistrv' of reproduction, male reproductive 
endocrinologN'. female reproductive endocrinolog\\ and primate 

The aims of the Center for Population and Family Health are 
more specificalh' relevant to the social consequences of human 
reproduaion. The Center's communitv-oriented Reproductive 
Health Services for Women Unit, in cooperation with the division 
of ambulatorv- care of the Depanment of Obstetrics and GvTiecol- 
ogv", provides care, with emphasis on services for adolescents, to 
the communirv- surrounding the Columbia-Presbvterian Medical 
Center. The Center's International Research and Technical Assis- 
tance Unit works with a number of foreign governments and with 
private organizations toward improved basic health and family 
planning services for poor people in developing countries. The 
Social Sciences Research Unit conducts ongoing evaluations of the 
Center's domestic reproductive service programs and carries out a 
basic research program on the causes and consequences of 
adolescent fenilirv-. Finally, as a division of the School of Public 
Health, the Center provides academic programs leading to the 
MP H. degree in the fields of population family planning, maternal 
and child health, and public health nutrition. 

A third unit of the Institute is the Center for Male Reproduction. 
The Center consists of an interdisciplinary group of basic scientists 
and clinicians engaged in the study and treatment of the diseases 
of the male reproductive sv'stem. 


The Institute of Human Nutrition is an interdisciplinary unit whose 
mission is to study all aspects of nutrition that relate to human 
health. The Institute is organized into three primary divisions: 
Growth and Development, Nutrition and Metabolism, and Commu- 
nity Nutrition. Although each division conducts its own research 
program and offers its own program of instruction, these are 
highly integrated in order to achieve two basic goals: research in all 
areas of human nutrition and an integrated teaching program in 
areas of nutrition relevant to the physician and other health 
specialists who are genuinely interested in emphasizing nutrition 
in their professions. 

To achieve this integration of purpose and at the same time allow 
for the specialization necessary for the best research and teaching, 
the Institute funaions to coordinate academic nutrition activities 
Ixring carried out within many units (facilities, departments, 
centers; within the Columbia University system. Through its 
Master of Science, D<x:tor of Philosophy, and postdoctoral pro- 
grams, the Institute aims to train individuals for scholarly activities 
in university and research centers that are in the forefront of the 
movement to advance nutrition as a health .science. In collabora- 
tion with the Institute of Human Nutrition, the School of Public 
Health conducts research and academic activities which focus on 
the role of nutrition in health promotion and prevention, 
and on the translatii^n f)f nutrition information into behavior, 
medical praciice, and policy. Training is offered at the masters and 
doctoral level in nutritional epidemiology, maternal and child 
health nutrition, and environmental nutrition. 
The facilities participating in the Institute programs ini ludc the 
Irving Clinical Research Center, the Protein Chemistry Core 
Ubfjratory and Arteriosclerf)sis Research Center, and the St. 
l,ukc'.s-RfK)sevelt Hospital Center's Obesity and Nutri- 
tion and Metabolic Research Centers, 'fhe Office of the Director 
and other administrative offices are Itxrated on the sc-venth fl(x.)r of 
the Health Sciences Center. 


The Cancer Research Center was established in 1973. In 1979 the 
Center was awarded comprehensive status by the National Cancer 
Institute in recognition of its broad responsibility for research, 
patient care, and cancer control activities. The Center coordinates, 
integrates, and facilitates cancer research, education, and patient 
care in the Health Sciences Faculties of Columbia Universitv' and its 
affiliated hospitals in New York Cit)' — Presbvierian, St. Luke's- 
Roosevelt, Harlem — as well as Overlook in Summit, New Jersey, 
and Morristown Memorial Hospital in New Jersey. The Cancer 
Center was organized to effect the efficient and cooperative use of 
all Center resources, maximize the dissemination of information 
among Center personnel, stimulate basic cancer research, and 
facilitate the rapid translation of cancer research findings into 
programs for improving capabilities for the prevention of cancer 
and the diagnosis, treatment, and care of patients with cancer. 

The Institute of Cancer Research of Columbia University College of 
Physicians and Surgeons was established in 1911 with funds 
bequeathed to the University by George Crocker. 

The Comprehensive Cancer Center and the Institute of Cancer 
Research are mutually involved in a clinical and basic research 
cancer effort, although their administrations function autono- 


The Public Health Institute emphasizes preventive health educa- 
tion, counseling, and support as critical elements in addressing the 
AIDS epidemic. The Institute works closely with hospitals, long- 
term nursing care, hospice services, and home care to provide the 
most humane and effective care for AIDS suffers. It also seeks to 
address the seemingly endless ethical issues raised by the disease 
and serves as the coordinator for a federally-funded statewide AIDS 
training program, with a large number of hospitals throughout the 
State as collaborators. 


The School of Public Health is a collaborator in the HIV Center for 
Clinical and Behavioral Studies of AIDS at the New York Psychiatric 
Institute. This center, which is funded by a large grant given by the 
National Institutes of Mental Health, will help develop and analyzes 
community health education, prevention, and training for the 
high-risk community served by the Columbia-Presbyterian Medical 


The Program is the only one of the ten Hughes Medical Institute 
Programs in the country to be devoted to the neurosciences. Its 
establishment in 1984 made po.ssible the .scientific integration of 
the College's widely acclaimed efforts in the neurobiology 
of learning and critical areas of molecular genetics. In addition to 
established investigators in these fields, the Center personnel 
include postdoctoral fellows, staff scientists, junior faculty, and 
support staff. 


Begun in 1986, the program is part of a larger effort by the 
Institute, which houses several of its research laboratories in 
various medical ( enters. This program, which focuses on biophysi- 


Low Memorial Libraty on Ibe Moniingside Campus. 

cal studies of molecular structure, is centered in three areas: direct 
research activities in diffraction studies of macromolecular struc- 
ture and function, core facilities for molecular biophysics, and a 
synchrotron radiation resource at Brookhaven National Labora- 


The Center was established in 1983 to enrich the teaching and 
practice of medicine with the conceptual and policy insights of the 
social sciences and humanities. Its collaborative effort provides a 
unique opportunity for scholars trained in sociology, law, history, 
social work, philosophy, and economics to work together with 
medical clinicians and researchers. Principal members of the 
Center faculty have appointments in the Department of Medicine, 
which enables them to offer instructional programs taught jointly 
by clinicians, social .scientists, and humanist.s. Center faculty teams 
teach a required course for second-year medical students on the 
social forces shaping contemporary medical practice, conduct 
seminars for medical house staff, participate in daily hospital 
rounds, and lecture at Columbia-affiliated institutions. 


The Herbert and Florence Ining Center for Clinical Research is a 
re.source for the purpose of stimulating multidi.sciplinan'. intensive 
investigation of human disease. It includes a fourteen-bed Adult 
Unit, a four-bed Pediatric Unit, a Metabolic Diet Kitchen, an 
Outpatient Unit, a Core Laborator\', and a Computer Facilit\'. The 
Center is designed so that acutely ill as well as ambulaton' patients 
can be studied. Use of the Center is open to qualified facultv' 
members of the clinical and basic science departments of the 

College of Physicians and Surgeons upon approval of the Advisory 
Committee. Although the primary- purpose of the facility is 
concerned with research, it also provides unusual opportunities 
for undergraduate and postgraduate training in clinical investiga- 


CPMC's Integrated Academic Information Management System 
(lAIMS) is considered a model information system for a medical 
center that combines academics and health care. The National 
Librar\- of Medicine chose CPMC as one of the first rw'o sites to 
receive funding for full-scale implementation of an integrated 
information system, sometimes called "one-stop information shop- 
ping." The University's Center for Medical Informatics, with the 
Hospital's Clinical Information Services depanment, provide imple- 
mentation suppon for lAIMS network, which integrates research, 
clinical care, library, academic and administrative information 
systems. The lAIMS information nerwork unites students, faculty 
and staff in eighteen buildings on the Health Sciences campus, 
with links to the downtown campus as well as the hospital's 
neighborhood health clinics and the Allen Pavilion. Users can 
access lab results and other clinical decisions, consult library 
references, schedule surgerv', code medical records, view medical 
charts, send electronic mail, use word processing, and carry out 
many hospital administrative functions. 

Momingside Campus 


The Graduate Schcxil of Arts and Sciences is made up of the 
nonprofessional areas of Social Sciences. Humanities, and Natural 


Sciences. In addition to offering graduate courses in a wide variety' 
of health-related areas, open to students at the School of Public 
Health on an elective basis, the Graduate School collaborates with 
the School of Public Health in Ph.D. degree programs in biostatis- 
tics. epidemiolog%\ and sociomedical sciences. 

For further information consult the bulletin of the Graduate School 
of Arts and Sciences. 


This graduate school of education, formally affiliated with the 
L'niversit>-, is situated on West 120th Street adjoining the Morning- 
side campus. It prepares graduate students for professional ser\ice 
in education, through master's and doctoral programs. Selected 
courses in the social sciences, health education, nursing and 
nutrition education, and international studies are panicularly 
suitable as eleaives for students in the School of Public Health. 
Collaborative activities with Teachers College greatly strengthen 
programs in health and nursing and nutrition education for both 

For further information consult the bulletin of Teachers College. 


Located in L'ris Hall in the center of the Momingside campus, 
Columbia Business School gives students a liberal business educa- 
tion, with concentrations in accounting, business economics and 
public policy', management of organizations, and other areas of 
study. Through a collaborative arrangement, students at the 
School of Public Health may elect courses at the Business School. 
In addition, a special combined M. PH. /MBA. degree program has 
Ixren designed to prepare individuals for administrative positions 
in health facilities, agencies, and institutions. 

For further information consult the bulletin of Columbia 


This school includes architecture, architectural technology, and 
urban planning divisions, and the educational disciplines concen- 
trated within each division deal in different ways with the problem 
of humanity and its environment The School is located in Avery 
Hall. Students at the School of Public Health interested in health 
planning may elect courses at the Graduate School of Architecture, 
Planning, and Preservation. A joint master's degree program leads 
I') both the M.P.H. degree and the degree of M.S. in urban 

For further information consult the bulletin of the Graduate School 
of Architeaure, Planning and Preservation. 


This school's affiliation with Columbia University dates back many 
decades. Located in McVickar Hall on West I I3th Street, it provides 
the basic components of modern social work education and 
praaice at the master's and dfxtfjral levels. Through cooperative 
arrangements public health students may elect courses in the 
Schfxjl of S<Kial work to fulfill public health master's degree 
requiremcnis, and vice versa, A joint M.P.H. /M.S. degree program 
in sfxrial work is crxjrdinated and administered by both schools. 

For further information on programs and courses, Cf)nsult ihc 
bulletin of the Schrxjj of SfKial Work. 


This school is in a modern structure on Amsterdam Avenue and 
ll6th Street. Through cooperative arrangements eligible public 
health students may elect courses in such areas of law as 
administration, the emironment, human rights, and poverty. 

For further information, consult the bulletin of the School of Law. 


The School is located on the Morningside campus at 117th Street 
and Amsterdam Avenue. Programs leading to the degrees of Master 
of International Affairs and Master of Public Administration are 
offered. Formal joint programs with the M.P.H. program have been 
instituted. For further information consult the bulletin of the 
School of International and Public Affairs. 

Afiiliated Hospitals 


Founded in 1868, the Hospital joined with the Columbia College of 
Physicians and Surgeons to form the Columbia-Presbyterian Medi- 
cal Center, which opened in 1928. Under the terms of the 
permanent alliance agreement with Columbia University, members 
of the hospital staff are appointed by the Board of Trustees of the 
Hospital on nomination by the Trustees of the University. The 
Presbyterian Hospital has an overall capacity of 1,485 beds and 
ninety-six bassinets. 

The Hospital includes all of the individual units described below. 

The Milstein Hospital Building, the single largest hospital pavil- 
ion, with 745 beds, was dedicated in 1989. 

The New York Orthopaedic Hospital opened as a dispensary in 
1866 largely because of the interest taken in the care of the 
crippled by Theodore Roosevelt, father of the president of the 
same name. The Hospital was located in its own buildings at 420 
East 59th Street until December 1950, when it was merged with the 
Presbyterian Hospital as its orthopedic service. 

Squier Urological Clinic is the Urology Service of the Presbyterian 

Sloane Hospital for Women, currently the Hospital's obstetrics 
and gynecology unit, was built at West 59th Street and Amsterdam 
Avenue and pre.sented to Columbia University by Mr. and Mrs. 
William D. Sloane in 1886. It now is part of the Presbyterian 
I lospital's new Center for Women and Children, 

Harkness Pavilion, erected when the Medical Center was estab- 
lished in 1928, provides a variety of adult private and semiprivate 
patient care services. 

Babies Hospital, founded in 1887, provides for general medical 
and surgical care of infants and children up to their late teens, and 
care for premature babies. It is not part of the Center for Women 
and Children, 

Neurological Institute, one of the first nongovernmental hospi- 
tals in the country for the treatment of diseases of the nervous 
system, was founded in 1909. It moved from East 67th Street to the 
Medical Center in 1929 The Institute includes facilities added in 
1960 for psychiatric patients. It comprises the Hospital's Neurology 
and Neurological Surgery Services. 

The Edward S. Harkness Eye Institute, site of the Hospital's 
Ophthalmology Service, opened in 193.^ It has complete facilities 
for the medical ;in(l surgiial treatment of adults and children with 
diseases of the eye. C)n January I, 1940, the work of the Herman 
Knapp Memorial Eye I lospital was taken over by the Institute. 


Vanderbilt Clinic was presented to Columbia University by the 
Vanderbilt family in 1888 and is the outpatient depanment for the 
Presbyterian Hospital. 

Atchley Pavilion contains administrative and doctor's offices as 
well as specialized ambulatory-care centers. 

The Allen Pavilion is a 300-bed community hospital which opened 
at 220th Street and Broadway in 1988. 

Washington Heights /Inwood Ambulatory Care Network Corpo- 
ration (ACNC), is a multi-site network of doctors' offices estab- 
lished in the surrounding community by the Presbyterian Hospital. 


Harlem Hospital Center, founded in 1887, is a progressive acute 
general teaching hospital offering primary, secondary, and teniary 
care for children and adults living in the Central Harlem area and 
environs. The main complex consists of seven buildings. Eleven 
strategically located satellites extend the hospital out into the 
community. Operating with 678 certified beds and managing over 
722,000 annual clinic visits, the hospital fijnctions as the primary 
health care provider for a catchment area of three-and-a-half 
square miles. Since 1968, Columbia University, through a contrac- 
tual arrangement with the New York City Health and Hospitals 
Corporation, has been responsible for all professional medical 
services in this hospital and nominates its professional staff. The 
School of Public Health is cooperating in demonstration services, 
applied training, and public health research activities at the 
hospital center and surrounding community. 


The Mary Imogene Bassett Hospital in Cooperstown, New York, is 
a rural hospital combining the characteristics of a university 
medical center with a dedication to the delivery of both primary 
health services to the local community and highly specialized 
services to a large referral area. The hospital has 189 beds and a 
staff of specialists who are all salaried and full time. Members of the 
staff conduct biomedical research and are interested in models for 
the delivery of health care to the community. The library is 
unusually extensive for a hospital of this size, with over 22,000 
volumes and about 600 subscribed journals. Since 1947 the 
hospital has had a formal affiliation with Columbia. The Mary 
Imogene Bassett Research Institute is a department within the 
Hospital, with a full-time staff conducting basic, clinical, and 
population-based research. The Research Institute includes the 
New York State Center for Agricultural Medicine and Health, a 
community cardiovascular prevention program (the Otsego- 
Schoharie Healthy Heart Program), and a private health census of 
Otsego County as major resources for public health research. 


The Helen Hayes Hospital in West Haverstraw, New York, founded 
in 1900, is an independent rehabilitation hospital with complete 
medical services, owned and operated by the state through the 
New York State Health Department. Since 1966 the Hospital has 
had a formal affiliation with Columbia University'. The medical 
specialties and allied health professionals are organized into 
disability units that proWde comprehensive care through an 
integrated team approach, providing unique educational opportu- 
nities for residents and allied health students. The hospital has 
over 1,150 admissions and 10,000 outpatient visits a year. In 1980 a 
155-bed hospital opened, offering inpatient care for metabolic 
bone diseases, cardiac rehabilitation, cerebral palsy, spinal cord 

injury, head injury, corrective orthopedic surgen', anhritis, and 
other musculoskeletal and neurological disorders. The Hospital 
also has three specialized centers committed to clinical evaluation 
and basic research: Orthopedic Engineering and Research Center, 
Neurological Center, and Regional Bone Center. 


Morristown Memorial Hospital in New Jersey is a regional hospital 
center offering comprehensive health services for the entire family. 
It is a voluntary, nonprofit institution with a history of community 
service dating back to 1892. The Hospital has become a central 
health care facility serving Morris, Warren, Sussex, and Somerset 
counties, and a medical referral center for all of nonhwest New 
Jersey. Morristown Memorial is also a teaching hospital, with 
programs for medical, nursing, and technical staff. With 689 beds, 
3,300 employees including 1,200 nurses, a medical and dental staff 
of more than 600, and a full spectrum of basic and highly 
specialized services, Morristown Memorial combines the tradi- 
tional advantages of a community' hospital with the adv^anced 
capabilities of a progressive medical center. The hospital has two 
divisions: one where the emphasis is on acute care; the other, a 
center for preadmission testing, geriatric extended care, outpatient 
and alcoholic services, and planned facilities for subacute and 
rehabilitative care. 


Overlook Hospital in Summit, New Jersey, is a 551-bed suburban 
community hospital, founded in 1906, which became a teaching 
affiliate of Columbia University' in 1975. It is a general, voluntary, 
nonprofit institution accommodating 25,000 inpatients and 100.000 
outpatients each year. Outreach programs have been pioneered in 
alcoholism and other addictive illnesses, home-care and home- 
based hospice, and mobile intensive care utilizing paramedics. The 
hospital's Center for Communit)' Health provides outpatient 
services including preadmission testing, ambulaton' surgery and 
radiology, and a consumer health librarv'. A construction/ 
renovation project, which will increase the bed complement by 
eighty-four, was initiated in 1983- Overlook maintains an open staff 
policy in regard to admissions to the medical staff, which at the 
present time numbers 550. 


St. Luke's Hospital Center, which has included VC'oman's Hospital 
since 1953, merged with The Roosevelt Hospital in 19"9. forming a 
Hospital Center containing 1,315 beds and sening a catchment 
area spanning Manhattan's west side from 34th to 13-ith streets. 
Both hospitals had maintained teaching affiliations with the 
College of Physicians and Surgeons of Columbia Universin- for 
many years before 1971, vv'hen they each became full University 
hospitals. The medical staff of the Hospital Center numbers over 


St. Luke's was established in IH'iO and has been on Momingside 
Heights next to the main Columbia campus since 1896. It merged 
with Woman's Hospital in 19S3, and tcxiay the hospital complex 
contains "^80 beds, including sixty-three pediatric beds. fifr>'-eight 
obstetric beds, and fifrv'-eight bassinets. Approximately 26,500 
patients are admitted yeariy to the four major and eleven specialty 

St. Luke's is recognized as a leader in such fields as heart surgery, 
kidney transplantation, anificial kidney treatments, and noninva- 


sive diagnosis (ultrasound). The Hospital Center's clinically ori- 
ented research projects are invoKed in such areas as blood 
diseases, coronarv- anerv- disease, gastroenterology', obesir\- and 
nutrition (it is the site of the only federally funded obesit>- research 
center), pulmonar\' disease, renal transpiant-immunolog)', and 
bioengineering. A medical library- of 32,000 volumes is an integral 
pan of the Hospital Center. St. Luke's is both a major referral 
institution and a conninunit>- hospital. The more than fifh' specialty 
and subspecialt\- clinics see 50,000 patients yearly (totaling approxi- 
mately 180,000 \isits); the Emergency Room, a designated Trauma 
Center, is one of the busiest in Manhattan, with "",000 \isits 
annually. The Hospital Center also operates extensive community 
programs in alcoholism treatment, drug detoxification, and mental 


The Roosexelt Hospital treated its first padent in 1871. It contains 
335 beds and bassinets. There are about 180,000 outpatient and 
emergency-room visits annually. Approximately 19,000 patients are 
admitted to this hospital yearly. The hospital is engaged in many 
research and teaching activities. A research building containing 
52,000 square feet of laborator>' space for all departments was 
opened in 1973. The medical library contains 26,000 volumes and 
subscribes to 540 medical and technical journals. The hospital is 
actively engaged in communiu' programs, as represented by its 
Children and Youth Program and by its Drug Addiction and 
Alcoholism programs and many other outreach and community 
services sponsored by the depanments of Pediatrics. Psychiatry'. 
and Medicine, and the Ambulatory-Care Division. The Hospital's 
emergency room treats over 51,000 people yearly. 

The Institute is the oldest p.sychiatric research institute in the 
United States. It was built and is maintained by the New York State 
Office of Mental Health. Through a contractual arrangement, it is 
affiliated with the College of Physicians and Surgeons. The Institute's 
funaions are to do research into the causes and treatment of 
psychiatric illness, to provide education for mental health profes- 
sionals, and to provide the highest quality of clinical care for 
paticnLs with psychiatric disorders. The Institute currently main- 
tains twenty-five major research laboratories, a hospital, and a wide 
variety of specialized outpatient depanments that provide diagnos- 
tic and treatment programs. The Lawrence C. Kolb Research 
Annex, a thineen-story facility dedicated to psychiatric, 
was opened in the autumn of 1982. 

Building upon a history of nearly 70 years of collaboration, the New 
York Cit\' Depanment of Health and the Columbia School of Public 
Health recenth' joined forces on a special project to meet the 
objectives set forth in the U.S. Department of Health and Human 
Ser\-ices' "Healthy People 2000." With multiple-year funding from 
the Health Resources and Semces Administration (HRSA), the 
.Model Health Department School of Public Health Collaborative 
Project represents a mutual effort to strengthen ties in order to 
meet the nation's health objectives. 

PrimaPi' goals in the first year were to facilitate the exchange of 
School facult\' and Department staff for applied projects and 
teaching activities and to create a joint Steering Committee to 
oversee shared projects. These included an assessment of health 
needs in the communities of Hariem and Washington Heights- 
Inwood, and projects focusing on areas of particular concern to 
inner-city minority populations, such as infant mortality, child 
health, tuberculosis control, prenatal care, and pediatric ambula- 
tory care ser\'ices. 

Plans for the program's second year include projects that focus on 
child immunization status, lead poisoning prevention, improved 
tracking of TB patients, and family planning. 


The Health Center administers the New York City Department of 
Health programs for the entire west-side community north of 59th 
Street, serving a population of 460,000, Clinics for diagnosis and 
treatment of tropical diseases, drug addiction, dental problems, 
tuberculosis, and for child health supervision and lead poisoning 
detection are located in the Center on the corner of 168th Street 
and Broadway. The Center is also responsible for venereal 
and child health satellite facilities. 

The Health Center is available to students and staff of Columbia 
University who wish to study community health problems and 
programs and to participate in community health activities of 
concern to the population of the west side. 


The New York State Department of Health and the New Jersey 
Department of Health have been cooperative in making their 
facilities available to graduate students, as have many other health 
departments, such as those of Westchester, Rockland, Na.ssau, and 
Suffolk counties. Experience in suburban and .semirural communi- 
ties provides opportunities to study and participate in well- 
organized health <lep:irlnient and relatetl voluntaiy anti official 
agency programs. 

Departments of Health 

In addition fr» the facilities provided through the Upper West Side 
District Health Center, the New York City Department of Health 
has traditionally made its vast public health activities available for 
study. The overall administration t)f the Department of Health and 
of its bureaus is sf) comprehensive and the diversity of services .so 
br(^d that graduate students are provided with unique opportuni- 
ties for f)bservati(jn of, and experience in, administrative problem- 
.solving in public health. 

New York City Health and 
Hospitals Corporation 

The fa( iliiii-s cif ilu- munlripal hospital system are used extensively 
for training and rirscari li. This system consiitiites ihe largest and 
most comprehensive medical care system in ihe United States that 
is under one admiiiisiralioii and in one location. 



Agencies and 

Many agencies and organiza- 
tions contribute to the enrich- 
ment of the School's teaching 
program. The following is a par- 
tial list and is in addition to 
those facilities discussed above. 

Government Organizations 

Connecticut State Office for tiie Ag- 

Erie County (New York) Department 
of Senior Services 

National Center for Health Research 

National Center for Health Statistics 

National Institute on Drug Abuse 

New Jersey Department of Health 

New York Ciry Addiction Services 

New York City Department for the 

New York City Department of Men- 
tal Health and Mental Retardation 

New York City Environmental Protec- 
tion Administration 

New York City Mayor's Office of 
Municipal Labor Relations 

New York City Office of the Medical 

New York State Association of Homes 
and Services for the Aging 

New York State Department of Envi- 
ronmental Conservation 

New York State Department of Men- 
tal Hygiene 

New York State Institute for Basic 
Research in Mental Retardation 

New York State Office for the Aging 

United Nations 

United States Department of Health 
and Human Services 

United States Food and Drug Admin- 

United States National Institutes of 

United States National Institute of 
Mental Health 

United States Public Health Service 

Westchester County (New York) Of- 
fice for the Aging 

World Health Organization 

Business and Industrial 

A. I. Dupont Institute, Wilmington 
Anthony J. J. Rourke. Harrison, New 

Arthur Anderson & Co. 
Blythe Eastman Dillon Health Care 

Funding, Inc., New York Cit\' 
Building Service 328-J Health Fund 

Coopers and Lybrand, New York City 
Ernst & Whinney, New York City 
Forest Laboratories (Marketing Re- 
Fred Hart Associates 
Haskin and Sells 
Jones Health Systems Management, 

Loeb, Rhodes & Co., New York City 
Merck Sharpe & Dohme, Rahway, 

New Jersey 
Touche, Ross & Co. , New York City 
Westinghouse Health Systems, New 
York Citv 

Voluntary, Social, and Health 

The Alan Guttmacher Institute 

American Foundation for the Blind 

American Public Health Association 

American Occupational Medicine As- 

ARC-Fort Washington Senior Center 

Associated Hospital Service of New 

Blue Cross-Blue Shield of Greater 
New York 

Cancer Care 

Childrens Aid Society, New York City 

Chinatown Health Clinic 

Church Charity Foundation 

Citizens Committee for Children of 
New York City, Inc. 

Community Action for Legal Services 

The Community Health Center, 
Middletown, New York 

Community Health Program of 

Comprehensive Health Planning, 

Connecticut Community Care, Inc. 

Council on the Environment of the 
City of New York 

The Door — A Center for Altematives 

Family Planning International Assis- 

Federation of Protestant Welfare 

The Ford Foundation 

Fort Washington Houses and Senior 

Foundation for Child Development 

Georgetown University Community- 
Health Plan, Inc. 

Greater New York Hospital Associa- 

Group Health Insurance 

Health Insurance Plan of Greater 
New York ,, 

Health Systems Agenq' of New York 

ICD Day Care Program for 
Alzheimer's Patients 

International Planned Parenthood 

Isabella Geriatric Center 

Jessie Smith Noycs Foundation, Inc.. 
New York City 

Jewish Association of Services for 
the Aged QASA) 

Jewish Institution for Geriatric Care 

Kaiser Permanente, Redwood City 

Kingsbridge Heights Geriatric Cen- 

Kingsbridge Heights Lombardi Bill 
Home Care Program 

The Lighthouse — New York State As- 
sociation for the Blind 

March of Dimes 

Margaret Sanger Planned Parent- 
hood Center 

Martin Luther King Health Center. 

Mid West Side Health Service Pro- 
gram, New York City 

Morris Heights Health Center 

National Council of Organizations 
for Children and Youth 

National League for Nursing, New 
York Cit>' 

New York Academy of Medicine 

New York Academy of Sciences 

New York Service Program for Older 
People, Inc. (SPOP) 

Ossining Open Door Health Center, 
New York 

Planned Parenthood Federation of 

Planned Parenthood of Metropolitan 
Washington, D.C. 

Planning Associates 

The Population Council 

Red Cross 

Riverdale Senior Services, Inc. 

Riverside Church Health Action Cen- 

The Rockefeller Foundation 

St. John's Guild, Floating Hospital 

Self-help Community Services 

Society for the Prevention of Crueltj' 
to Children 


United Nations Fund for Population 

United Hospital 

Visiting Nurse Service of New York 

Volunteer Services for the Elderly of 
Y'orkville, Inc. 

Clinics, Hospitals, and 

Albany Medical Center, New '^'ork 

Albcn Einstein College of Medicine, 

Albert Einstein Medical Center, Phila- 
delphia, PennsyKunia 

Baptist Christian Hospital, .•VPS, In- 

Bamert Memorial Hospital Center. 
Paterson, New Jersey 

Beekman Downtown Hospital 

BellcNTje Hospital 

Beth Aliraham Hospital. Bronx 

Beth Israel Hospital, Boston. Ma.ssa- 

Beth Israel .Medical Center 

BK-thcdale Childrens Center. Val- 
halla. New York 

Booth Memorial Medical Center 

Boston City Hospital (Health and 
Hospitals Corp.) 

Bronx Lebanon Hospital 

Bronx Municipal Hospital Center 

Brookdale Hospital Center 

The Brooklyn Hospital 

Burke Rehabilitation Center 

Cabrini Medical Center. New York 

Catholic Medical Center for Brook- 
lyn & Queens 

Cedars-Sinai Medical Center. Los An- 
geles, California 

Champa Christian Hospital, Champa, 

Children's Hospital 

Cir\' College of New York 

Cit\' Hospital at Elmhurst 

Coler Memorial 

College Hospital, Newark, New Jer- 

Curran Lutheran Hospital, Zorzor, 
Liberia, West Africa 

Eastern Women's Center 

ELWA Hospital, Uberia, West Afi-ica 

Fordham Hospital 

Frontier Nursing Service, Hyden, 

Good Samaritan Hospital Grasslands 

Gouvemeur Hospital, New York City 

Hackensack Hospital, New Jersey 

Harlem Hospital Center 

Hebrew University, Jerusalem, Israel 

Hospital for Joint Diseases and Medi- 
cal Center 

Hospital of the University of Pennsyl- 
vania, Philadelphia 

Hunter College 

Jersey Shore Medical Center, Nep- 

Jewish Home & Hospital for Aged 

Jewish Home for the Elderly of Fair- 
field County (Conn.) 

The Jewish Hospital and Medical 
Center of Brooklyn Nursing Home 

The Jewish Institute for Geriatric 

John F. Kenned\' Medical Center, 
Edison, New Jersey 

The Johns Hopkins Hospital, Balti- 
more, Maryland 

Kijabe Medical Center. Kijabe. Ken>'a, 

Kings Count\' Hospital Center 

UiGuardia Hospital 

Lenox Hill Hospital 

Long Island Jewish-Hillside Medical 
Center. New H\tle Park. New York 

Lutheran Medical Center, Btxxjklyn, 
New York 

.Maimonides Metlical Center. Brook- 
Kn. New ^'ork 

Man- Hitchcock Memorial Hospital. 
Hanover. New Hampshire 

Mar\' Imogenc Bas.sctt Hospital 

.Man' Washington Hospital. Fred- 
ricksberg. Virginia 

Mavo Clinic 


Medical Center at Princeton. Prince- 
ton. Newjerse>- 

-Memorial Sloan-Kettering Cancer 

Methodist Hospital of Brookl\-n 

.Metropolitan Hospital Center 

Metropolitan Hospital & Health Cen- 
ter. Detroit 

.Mid-.Maine Medical Center. Water- 
%Tlle. .Maine 

Midcllesex General Hospital. New 
Brunswick. New Jerses- 

Misericordia Hospital .Medical Cen- 

.Montefiore Hospital and Medical 

Morrisania Cit>- Hospital 

.Morrisania Neighborhood Family 
Care Center. Broax, New York 

.Morristown Memorial Hospital, Mor- 
ristown. New Jersev- 

.Mount Sinai .Medical Center, .Milwau- 
kee. Wisconsin 

.Mt. Vernon Hospital, Alexandria, Vir- 

.Nassau Hospital, Mineola, New York 

Neurological Institute 

Newark Beth brael .Medical Center, 
.Newark. New Jersey 

-New Rochelle Hospital Medical Cen- 

New- York Hospital Cornell .Medical 

New York lnfirmar\' 
New York State Psychiatric Institute 
New York Lruversit\' Center for Safet>' 
New York L niversit)' Institute of En- 
vironmental Medicine 
New York UniversiU' .Medical Center 
.North Central Broax Hospital 
North Shore University Hospital 
Overiook Hospital, Summit, New Jer- 
Paine >X'hitney Psychiatric Clinic 
Peekskill .^mbulator\' Health Care 

Center, Peekskill, New York 
Penninsula Hospital Center 
PennsyU-ania Hospital, Philadelphia 
Phebe Hospital, Bong Count)', Libe- 
ria, Vt'est Africa 
Pontificia Universidadjaveriana, Co- 
lombia, South America 
PMI Strang Institute 
Presbnerian Hospital, New York, 

.New York 
Presbnerian-Universiiy Hospital, 

Pittsburgh, Pennsylvania 
Public Health Service Hospital, New 

Queens Hospital Center 

Rancocas Valley Hospital, \X'illings- 
boro. New Jersey 

Riveniew Hospital, Red Bank, New- 

Rockland Ps\'chiatric Center, Orange- 
burg, New ^■ork 

Roosevelt Hospital 

Rov-al Victoria Hospital, Banjul, The 
Gambia, West Africa 

San Francisco Cirj' Hospital, San Fran- 

' Cisco, California 

Sanus HMO 

Sloan Kettering Memorial Hospital 

Staten Island Hospital 

State University of New York, Stony 

St. Clare's Hospital and Health Cen- 

St. John's Hospital and Medical Cen- 

St. John's Hospital and Memorial 
Center, Paterson, Newjersey 

St. John's Medical College, Banga- 
lore, India 

St. Luke's Hospital, Bethlehem, Penn- 

St. Luke's Roosevelt Hospital 

St. Vincent's Hospital Medical Cen- 

Thomas Jefferson University' Hospi- 
tal, Philadelphia, Pennsylvania 

Universidad de Costa Rica, Costa 
Rica, Central .-America 

University Hospital, Cairo, Alexan- 

University of California Medical Cen- 
ter, San Francisco 

University of Massachusetts Medical 
Center, Worcester 

U.S. Public Health Service 

Valle)' Hospital, Ridgewood, Newjer- 

Vellore Christian Medical College and 
Teaching Hospital, Tamil Nadu, 

Veterans Administration Hospital, 

Veterans Administration Hospital, 

Veterans Administration Hospital, 

■VNA Norristown, PA 

Waltham Hospital, Massachusetts 

Wanless Hospital, Miraji Medical Cen- 
ter, Miraj Maharashtra, India 

Westchester County Medical Center 

Yale-New Haven Medical Center, 

Sludenl', meul utih jir', //. 

(/ ih<f School's Annual Jnh I'air 


The School of Public Health offers programs leading to the 
following degrees: 

Master of PubUc Health (M .P.H.) 
Master of Science (M.S.) 

Doctor of Public Health (Dr.P.H.) 

Doctor of Philosophy (Ph.D.) with the Graduate 

School of Arts and Sciences 

Joint and Dual Degree Programs with other units of 
the University 

Outlined here is general information about degree requirements. 
Specific admission and academic requirements within different 
concentrations will be found in the Academic Programs section of 
the Bulletin. 

Master of PubUc Health (M.P.H.) 

see also Academic Programs: 
Environmental Sciences 
Geriatrics and Gerontology 
Health Policy and Management 
Population and Family Health 
Sociomedical Sciences 
General PubUc Health 


The primary educational objective of the different programs 
leading to the M.P.H. degree is to provide all candidates with a 
strong general public health orientation along with opportunities 
to gain new knowledge, points of view, and skills in the specific 
areas of public health in which they choose to concentrate. 

For many candidates, the M.P.H. degree will not be their first 
professional degree. Many students enter the M.P.H. degree 
program with previous master's or doctoral degrees or with 
varying years of practical experience in professional fields related 
to public health. Graduates of medical, nursing, dental, and other 
clinical programs and applicants who have earned master's or 
doctoral degrees in other health-related areas, or in other aca- 
demic or professional areas, will find their academic backgrounds 
well suited to this program. Some previous professional or other 

relevant work experience is highly desirable for all candidates. On a 
full-time basis, the M.P.H. is t>'pically completed in one-and-a-haif 
to rwo years. Full and part-time students are expected to complete 
all program requirements within five years. 


To earn an M.P.H. degree, all students must satisfactorily complete 
a total of 45 points averaging, on a full-time basis, 15 points each 
term, and at least one term of practical experience (practician). A 
term is four months in length. Some programs of study also require 
a master's essay- In addition, students without a health profes- 
sional background are required to prepare for and to take a 
Medical Background Examination in their first term of study, in 
order to demonstrate familiarity with the basic aspects and 
terminology involved in the activities of health professionals. 
Students will receive information and instructions for this exam 
from the Office of Student Services when they first register. 

Course Requirements 

Courses providing the required points of credit within the .\1 PH. 
degree program are grouped into Core Courses, Divisional/ 
Program Requirements, and Electives. 

Core Courses 

Core courses pro\ide a common body of knowledge in basic public 
health philosophy and practice and are required of all candidates 
for the M.P.H. degree regardless of previous training, professional 
interests, career objectives. Division or program concentration. All 
core courses are offered twice a year. 
The basic core curriculum includes an introduction to: 

Blostatistics*, Epidemiology, Environmental Sciences, 
Health Policy and Management, Sociomedical Sciences. 

By successfully completing a waiver examination, a student may be 
permitted to substitute course work in the same or another area. 

Divisional /Program Courses 

These courses pronde a series of educational experiences focusing 
on specific public health areas, and offer students opponunities to 
concentrate on particular issues, skills, interests, or career goals. 
All candidates for the M.P.H. degree are expected to select one of 
the following Divisions Programs and to follow individually tai- 
lored programs of study within that Di\ision: Biostatistics, Environ- 
mental Sciences. Epidemiolog\'. Geriatrics and Gerontolog)-, Health 

•As a prerequisite for ihe biostatistics core courses, students must demonstrate 
proficienQ- on a qu3mitati\'C skills examination. Students are urged to provide 
themselMes with remedial work in math and algebra, if neces.'ar>-. before arrn-al at the 



Polio- and Management. Population and Family Health, Sociomedi- 
cal Sciences, General Public Health (an interdisciplinan' program). 

Each of these areas of concentration has specific educational 
objectives, requirements, and methods of study. For a fijU descrip- 
tion, see Academic Programs. Applicants should indicate on the 
application form which concentration they would like to pursue. 

Elective Courses 

Elective courses may be selected from within a student's area of 
concentration or in some other field, and from courses offered at 
the School or in other parts of the Universin'. Most electi\'e points 
are earned in formal courses; some may be earned on a tutorial 
(independent study) basis. The choice of elective courses is made 
with the approval of the student's faculty advisor. 

Practicum (Practical Experience) 

One term of practical experience is required of all M.P.H. degree 
candidates, presiding educational opponunities that are different 
from, and supplementan- to, the more academic aspects of the 
program. The duration of the practicum may be modified for some 
students — either shonened, lengthened, integrated — or waived 
entirely depending on their professional standing, preparation, 
and career objectives. The focus, content, approach, and timing of 
the praaicum varies with the separate programs and with the 
panicular needs of each student. For example, it may take the form 
of field or agency observations; placement in an administrative, 
research, or clinical setting; participation in ongoing research or 
program aaivities; or independent study. It may be completed 
before or after the final term of academic work, or be integrated 
into the academic program. Any substantial alteration in the 
praaicum requires prior written approval of the student's advisor. 

Master's Essay 

A master's essay is required for the M.P.H. programs in: 

Sociomedical Sciences 

Students in these Divisions should consult their academic advisor 
for rules on content, format, credit for the essay, and waiver 
options. Master's essays may be completed in other Divisions/ 
Programs as an eleaive choice and may be paniculariy appropriate 
for those entering doctf)ral programs. 

Executive M.P.H. in Health Services Management 

Option in .MatemaJ and Child Health 

sec dhij Academic Prrj^rants: 
Health Policy and Management 

This Ls a weekend program offered through the Division of Health 
Policy and Management with options to choose a standard health 
services management track or a maternal and child health track. 

The Executive M.P.H. is a structured program in which the School's 
core curriculum and concentratifjn courses are pre-scheduled and 
taught on one weekend a month, Thursday through Sunday, over a 
set perifxJ of two years. There are special admission and fee 
arrangements. Admi.ssirjn is in Fall only. 

Master of Science (M.S.) 

see ^\so Academic Programs: 



This is a specialized degree program which gives students opportu- 
nities to develop special skills and expenise in selected subject 
areas. The student must complete a minimum of 30 academic 
points in the subject area. Requirements for coursework, master's 
essay, and any practical experience needed for the degree vary 
with the particular program of study. 

Program descriptions are given in detail under Academic Pro- 

Doctor of Public Health (Dr.P.H.) 

see also Academic Programs: 


Environmental Sciences 


Health Policy and Management 

Sociomedical Sciences 

Joint degrees, administered across two Divisions, are also possible 
with the endorsement of both Divisions 

The Dr.P.H. degree program is designed for professionals wishing 
to prepare for teaching, research, or advanced administrative 
positions in a major area of specialization within the broad field of 
public health. The degree program is administered by a standing 
doctoral committee of the School, which carries out faculty policy 
on admission to the doctoral program and upholds the criteria for 
granting the degree. 

All candidates for the Dr.P.H. degree must have earned the M.P.H. 
degree or its equivalent. Applicants admitted with other master's 
or doctoral degrees are usually required to take a number of 
predocloral public health courses, including the School's core 
counses. In considering applicants for admi.ssion for doctoral work, 
faculty consider records of academic ability and professional 
accomplishments and evidence of the applicant's potential to 
realize expressed goals. Personal interviews may be required 
before acceptance. Applicants whose M.P.H. degree was earned at 
a university other than Columbia must take the Graduate Record 
Examination (G.R.E.). 

The Dr.P.H. degree calls for completion of an approved program of 
study totaling no fewer than 40 doctoral points of credit beyond 
M.P.H. level, with individual programs reviewed by Divisions. At a 
minimum the i anilidate is required to spend the equivalent of two 
terms of full-time course work (30 point.s) in residence. Upon 
completion of course work, a student is permitted to register for 
two of the required ten points of doctoral research instruction 
before passing the qualifying examination. This examination Is 
administered by the Division or program in which the student Is 
working, and on successful completion, the student registers for 
the additional required points of doctoral research instruction 
credit and develops, writes, and submits an acceptable doctoral 


dissenation that presents the results of independent and original 
work. In most cases, the completion of doctoral course work and 
the dissertation can be expected to take at least three full-time 
academic years. There is a University time limit of seven years from 
the date of first registration as a doctoral student until completion 
of all requirements. 

consulted so that an appropriate balance and time sequence is 

Additional information on these programs may be obtained from 
the Office of Student Services, School of Public Health, and the 
other schools and programs involved. 

Doctor of Philosophy (Ph.D.) 

see also Academic Programs: 
Sociomedical Sciences 

These interdisciplinary Doctor of Philosophy programs are under 
the academic supervision of subcommittees of the Graduate 
School of Arts and Sciences which bring together faculty from 
Public Health, Arts and Sciences, and other appropriate schools 
and departments of the University. 

Requirements for admission to the Graduate School of Arts and 
Sciences include a bachelor's degree with at least 90 points of 
credit in the liberal arts and sciences. Additional information on the 
Ph.D. programs may be found in the bulletin of the Graduate 
School of Ans and Sciences. While application to the programs is 
through the Graduate School Admissions Office on the Morning- 
side Campus, applicants are strongly encouraged to contact the 
Divisions of Biostatistics, Epidemiology and Sociomedical Sciences 
in the School of Public Health for specific information on admis- 
sions criteria and program requirements. 

Joint and Dual Degree 
Programs With Other 
University Units 

The School of Public Health also offers a variety of cooperative 
educational programs with other units and divisions of the 
University. These joint activities are seen as important opportuni- 
ties for students to explore the interdisciplinary interfaces of 
professional areas from new perspectives. 

The basic admission and graduation requirements for each school 
must be met for both joint and dual degree programs. The number 
of total points required for the joint degree programs varies with 
each, but in all cases is fewer than the two separate degrees 

Students wishing to enter joint or dual degree programs submit 
separate applications to each school. These applications should 
indicate that the individual wishes to be a joint or dual degree 
candidate. Except where otherwise noted, students may apply to 
both schools at the same time, or some time after admission in the 
first school. The Admissions Office in the first school should be 
notified. In most, but not all programs, students may begin in 
either school. Advisors are appointed in each school and should be 


This program is available to students enrolled in the Medical and 
Dental Schools of Columbia University, as well as other universi- 
ties. It is a 60 credit program that provides the advanced manage- 
ment skills needed for leadership roles in planning, policy making, 
and managing health care organizations. It provides opportunities 
for students to become well grounded in management science, 
health economics, financial management, medical care organiza- 
tion and public health. 


This joint degree program, under the direction of the School of 
Public Health and the College of Physicians and Surgeons, is 
intended for medical students who have an interest in the social 
and community aspects of medical care. Its objective is to prepare 
physicians for an expanding range of opportunities and roles in 
health and medical care. In addition to preclinical and clinical 
medical training, students gain substantive knowledge of the 
health care delivery system and the technological, social, and 
political forces that contribute to patterns of and health 

Before being considered for admission to the joint degree pro- 
gram, the applicant must first be accepted as an M.D. degree 
candidate in the College of Physicians and Surgeons. Formal 
application to the School of Public Health may then be made at any 
time before the medical student enters the fourth year of medical 
training. An additional 30 points are required in the School of 
Public Health. 


This joint degree program is organized and directed by the schools 
of Public Health and Dental and Oral Surger\-. In addition to clinical 
dentistry, students gain broad insights into the complexities of the 
evolving health care delivery system. 

For admission to the joint program a student must first be 
accepted as a D.D.S. degree candidate in the School of Dental and 
Oral Surger\-. Formal application and admission to the Schcxjl of 
Public Health may be made at any time during the first two-and-one- 
half years of dental training. 

An additional 30 credits in the School of Public Health are required 
for the joint degree program. 


The Schtxjl of Public Health and the School of Nursing offer a joint 
program for the M.P.H. degree and the M.S. degree in Nursing. The 
priman,' purpose of this interdisciplinan.- program is to prepare 


nurse practitioners or clinical Sfjedalists to function effectively as 
health practitioners in the conrimunit\-, helping to interpret, plan, 
and or administer programs. This program is directed toward 
nurses with at least one year of appropriate experience who expect 
to be practicing clinicians and at the same time hold responsible 
administrative positions, or who plan a career in clinical nursing 
but desire to enhance their clinical knowledge wth a related public 
health concentration. The minimum number of points of credit 
required is 75. Distribution of credits between the two schools 
varies with the clinical track selected. 


This dual degree option is described more fully in the Academic 
Programs section of this Bulletin under Public Health Nutrition. 
Students complete the 30 credit M.S. degree program in Human 
Nutrition along with the 45 credit M.P.H. degree program, choos- 
ing one of se\'eral possible concentrations available within public 


The School of Public Health and the Program in Occupational 
Therapy of the Faculty of Medicine offer a joint program for the 
Master of Public Health and Master of Science M.S. in Occupational 
Therapy. The program is designed to prepare occupational thera- 
pists for leadership roles in shaping the health policies of America's 
increasingly complex health care delivery system. An understand- 
ing of public health principles helps students to transfer their 
clinical skills to community-based services and to assume policy 
and administrative positions in school systems, businesses, and 
national and state agencies concerned with health policies and 
praaices. The total number of points of credit required for the 
joint degree is 90 for entry level (pre-professional) and 72 for the 
advanced level ("post-professional) Occupational Therapy Program, 


The School of Public Health has a collaborative arrangement with 
the School of International and Public Affairs for two joint degree 

The purpose of the joint degree program combining the Master of 
Public Health and the Master of International Affairs (M.I.A.) is to 
train men and women for careers in international and national 
agencies involving health policy analysis and/or administration. 
The emphasis of the School of International and Public Affairs on 
political and economic aspects of various world regions comple- 
ments student concentration in many areas of public health. The 
total number of points of credit required is 75 — 45 in Public Health 
and 30 in International Affairs. 

The purpose of the joint degree program combining the Master of 
Public Health and the Master in Public Policy and Administration 
(M.P.A.) is to train men and women for careers in health policy 
analysis and administration and for positions in local, state, and 
federal governments and in the private sector. The total number of 
points of credit required is 75 — 30 in Public Health and 45 in Public 


The nature and extent of today's health problems, and the 
alternatives available for their solution, involve political, economic, 
community, organizational, behavioral, and other social issues. 
This joint degree program with the School of Social Work permits 
students to develop orientation and skill in both social work and 
public health. Generally, students enrolled as degree candidates in 
either school who wish to apply to the joint program should do so 
no later than the end of the second term of registration. The total 
numberof points of credit required is 90 — of these, 45 are in Public 
Health and 45 in the Social Work M.S. program. 


Designed to train individuals for administrative positions that 
require sound management practices and a broad knowledge of 
public health, the joint degree program offered by the Graduate 
Schfxjj of and the School of Public Health leads to the 
simultaneous award of two degrees — the Master of Business 
Administration CM.B.A.) and the Master of Public Health (M.P.H.). 
Normally, application for admi.ssion to the joint degree program 
should be made to both schools at the same time. The total 
number f>f p^jints of credit required is 80 — 35 in Public Health and 
45 in Business. 


The School of Public Health and the Graduate School of Architec- 
ture, Planning, and Preservation offer a joint program for the 
degrees of Master of Public Health (M.P.H.) and Master of Science 
(M.S.) in Urban Planning, The primary objective of this dual degree 
program is to prepare individuals kn planning positions in health 
systems agencies, various units of government, and the private 
health .sector. The total number of points of credit required is 80 
and may be completed in two calendar years. The student 
completes 35 credits in Public Health and 45 in Urban Planning. 


Primary responsibility for developing the programs of study rests 
with the faculty, although student participation in curriculum 
planning and evaluation is considered essential. 

Although the subjects dealt with in the various programs described 
in this section are related, the educational objectives, admissions 
criteria, and academic requirements differ significantly. While all 
programs offer master's level study, several also train doctoral 

This section of the Bulletin should be read in conjunction with the 
preceding section on Degree Requirements. 

General Course Information 

Courses are reviewed and new courses approved throughout each 
academic year. Courses are grouped in this Bulletin under the 
Division or Program to provide a general guide to the perspective 
from which the course is taught. 

This Academic Programs section of the Bulletin contains a 
description of the total curriculum of each Division/Program. 
However, not all courses are given every year. The specific courses 
offered each term are listed in a semester course schedule 
prepared and distributed through the Office of Student Services. 

The University reserves the right to withdraw, add to, or modify 
the courses of instruction or to change the instructors or schedul- 
ing at any time. 


Each course number consists of the capital letter "P" followed by 

four digits. 

The first digit indicates the level of the course, as follows: 

6 Graduate course 

8 Graduate course, advanced 

9 Graduate research course or seminar 

The second digit indicates the subject area of the course: 

General public health 

1 Biostatistics 

2 Geriatrics and gerontology 

3 Environmental sciences 

4 Epidemiology 

5 Health policy and management 

6 Population and family health 

7 Sociomedical sciences 

8 Doctoral research 

The last tivo digits are course designations. 


The academic year is divided into three terms. Fall, Spring, and 
Summer. The Summer term is composed of two intensive summer 
sessions of six weeks each. Certain courses are given for quarter 
(half-term) periods designated on the schedule of semester 
courses available through the Office of Student Services. 

Course hours listed are for the Fall and Spring 14-week semesters. 
Courses taught in the Summer sessions meet for only 6 weeks, and 
course hours per week are increased accordingly. 


The number of points of credit that a course carries is given under 
the title of the course. 

Practicum and Doctoral Instruction Registration 


The practical experience requirement for the M.P.H. degree may 
take a variety of forms: an administrative residence' in an institution 
or agency, usually for a period exceeding one term; participation in 
an ongoing research or evaluation project; or designing and 
conducting an independent study. Arrangements are made on an 
individual basis in consultation with faculty ad\isors in the student's 
field of concentration. Students are expected to submit written 
reports at the conclusion of the practicum. While completing the 
practicum a student registers for Public Health 0001 {Q credit). 

■Waiver. Students who have appropriate experience in the public 
health field may apply for waiver of the practicum. The request 
should be submitted in writing to the student's academic advisor 
for review and recommendation to the Dean's Office. 


Each candidate in the Dr.P.H. degree program must complete 10 
points of Doctoral Research Instruction before submitting the 
dissenation. This requirement is met by registering for Public 
Health P9980. In exceptional circumstances, and with the recom- 
mendation of an ad\isor and permission of the Dean's Office, 
credits earned in a carefully selected course may be counted 
toward the Doctoral Research Instruction requirement. 

Registration may begin only after completion of the course 
requirements for the degree. Only 2 of these points may be taken 
before satisfactor\' completion of the qualifying examinations. 
Candidates register for one or more doctoral research poinLs each 
term until 10 points have been completed. Registration permits the 
student to have access to libran- and other University resources 
while working on the dissertation. 


The hulldlnns ofthi: Columhia-l'nrMlerian Mc-eJical Cc-nli-r arr r<it<;<t<'d In ihe facade oj ihc /lea/lb Sciences Library. 

Degrees offered: 

M.P.H., M.S., Dr.P.H., Ph.D. 



622 West 168th Street, 18th Floor 
NewYork, NY 10032 
(212) 305-9398 

Professor and Division Head 

Paul Meier 

(alsoLevene Professor of Statistics) B.S., Brown, 1945; M.A., 
Princeton, 1947; Ph.D., 1951 


Joseph L. Fleiss 

(also Mathematical Statistics) B.A., Columbia, 1959; M.S., 1961; 
Ph.D., 1967 

Professor of Clinical Public Health 

Susan E. Hodge 

(in Psychiatry) B.A., Antioch, 1968; D.Sc, Washington, 1976 

Adjunct Senior Research Scientist 

Neal W. Chilton 

B.S., City College of New York, 1939; D.D.S., New York 
University, 1943; M.P.H., Columbia, 1946 

Associate Professors 
Bruce Levin (Deputy Head) 

(in the Sergievsky Center) B.A,, Columbia, 1968; M.A., Harvard, 
1972; Ph.D., 1974 

Shaw-Hwa Lo 

(also Statistics) B.S., National Taiwan University, 1975; M.A., 
California (Santa Barbara), 1978; Ph.D., California (Berkeley), 

Wei-Yann Tsai 

B.S., National Chung-Kung University (Taiwan), 1974; M.S., New- 
Brunswick, 1978; Ph.D., Wisconsin (Madison), 1982 

Research Scientist 

Patrick E. Shrout 

B.A., St. Louis, 1972; Ph.D., Chicago, 1976 

Assistant Professors 

Melissa D. Begg 

B.S., Fairfield, 1985; Sc.D., Harvard, 1989 

Myunghee Paik 

(in the Sergievsk>' Center) B.S., Seoul National, 1981; M.S., 

Pittsburgh, 1984; Ph.D., 1987 

Adjunct Assistant Professor 

Donald C. Ross 

B.A., Rochester, 1955; M.A., North Carolina, 195^; Ph.D., 1960 

Assistant Professors of Clinical Public Health 

VeronicaJ. Vieland 

(in Psychiatry) B.A., Barnard, 1979; M.A., Columbia 1981; M.Phil. 

1984; Ph.D., 1986; M.S., 1988 

PriyaJ. Wickramaratne 

(in PsychiatnO B.S., London, 1968; M.S.. Stanford, 19^0; Ph.D., 

Yale, 1984 

Assistant Clinical Professor 

Alan D. Weinberg 

B.S., Rutgers, 19^5; M.S., Columbia, 1991 

Special Lecturer 

Livia Turgeon, M.S. 


MarkDavies, M.P.H. 
Pegg>' Gallagher. Ph.D. 
Michael K. Parides, Ph.D. 
FangXie, Ph.D. 


Cecilia A. Hale, M.A.. M.Phil. 


Application of statistics in public policy-, in medical experiments, 
and in legal proceedings; statistical data anal\-sis; experimental 
design; nonparametrics; logistic regression; sur\ival anal\-sis; re- 
sampling methods; clinical trial results; statistical methods in 



The discipline of biostatistics is concerned with the development 
and use of statistical methodolog\' for various kinds of quantitative 
studies in biologv'. medicine, and health. Biostatistical skills are 
necessar>- in research design, collection and organization of data, 
analwis. and final presentation of results. The methodology is 
derived brgely from the fields of applied mathematics and probabil- 

Individuals entering the field of biostatistics come firom diverse 
backgrounds. Some are mathematicians, others have majored in 
the natural or social sciences, and others are professionals in such 
areas as medicine or dentistn'. All should have a background in the 
sciences, with adequate preparation in mathematics. A knowledge 
of calculus and matrix algebra is desirable. Most important is an 
affinity for quantitative methods, and intuition and common sense 
in working with quantitative material. 

Master of PubUc Health (M.P.H.) 

The educational objective of the M.P.H. degree concentration in 
biostatistics is to provide a background in quantitative methods in 
the course of the student's public health training. This program is 
intended primarily for public health specialists who wish to use 
and adapt statistical procedures for health and medical care 
programs, or wish to serve in a technical capacity as resource 
persons and collaborators in field and programmatic studies. 
Students interested in biostatistics for their careers are advised to 
consider the M.S. degree (see below). 

Courses in biostatistics provide an introduction to statistical 
methodology and experience in statistical procedures. Students 
explore the applications of these procedures to the field of public 
health. Courses are selected on an individual basis in accord with 
the background, interests, and career goals of the students, and in 
consultation with faculty advisors. Courses in statistical methodol- 
ogy cover such areas as applied probability theory, vital statistics, 
life table methods, regression analysis, and categorical data analy- 
sis. For applications of biostatistics to the field of public health, 
students selea courses from the public health curriculum relating 
to such areas as research techniques in health administration, 
design and analysis of epidemiological studies, evaluation of health 
programs, and methcxls of demographic analysis. 

Master of Science (M.S.) 

'ITiis degree program of the Division of Biostatistics is designed 
primarily to prepare individuals to work effectively as biostatisti- 
cians in a variety of biomedical, clinical, and laboratory research 
settings. Candidates for admi.ssion may come from medical and 
nonmedical fields. Applicants must present evidence of adequate 
preparation in quantitative skills. While formal courses in statistics 
are not required, students are encouraged to have or obtain a 
working knowledge of calculus and linear algebra. Students with 
strong scores on the quantitative section of the Graduate Record 
Examination are given first preference. 

The curriculum includes relevant courses in mathematics and 
statistics, given on the Morningside campus, and introdut tory and 
advanced courses in biostatistics and collateral subjects in public 
health, given at the SchfKil, The length of the prfjgram varies with 
the backgrf.)und, training, and experience of the candidate, ilic 
usual perifxJ needed to complete the degree is four academic 

Doctor of Public Health (Dr.P.H.) 

The Doctor of Public Health degree is designed for persons who 
wish to apply state-of-the-an statistical methods to the solution of 
imponant public health problems. Well-qualified students are 
admitted to the program if they already possess the Master of 
Public Health or its equivalent, with substantial coursework in 
biostatistics. After a year of advanced coursework, the student sits 
for a pair of written qualifSing examinations, one covering statisti- 
cal theor\- and the other the practical analysis of data. Upon 
successful completion of these examinations, the student begins 
intensive study of a specific public health research problem that 
requires sophisticated statistical analysis, and writes a twenty page 
paper reviewing the problem and the attempts that have been 
made to address it. This paper is the basis of an oral examination, 
which is the third and final qualifying examination before disserta- 
tion research begins. The dissertation topic, which is usually but 
not always the same as the chosen for the oral qualifying examina- 
tion, must represent a problem in health which can be addressed 
by the sound and original application of existing statistical meth- 
ods. The methods themselves need not be original. After the 
dissertation is successfully defended, the doctoral degree is awarded 
by the School of Public Health in the Faculty of Medicine, The 
typical time needed to earn the Dr,P,H, is four years from the time 
the Masters degree is obtained. 

Doctor of Philosophy (Ph.D.) 

The Ph,D, is awarded by the Graduate Faculty of Arts and Sciences 
rather than the School of Public Health within the Faculty of 
Medicine, The Biostatistics PhD, degree program is overseen by a 
standing subcommittee of the Graduate Faculty compri.sed both of 
faculty from the Division of Biostatistics and faculty from Columbia's 
Morningside Campus. The Ph.D. requirements are similar to those 
for the Dr.P.H., except the examinations and the dissertation 
involve relatively more emphasis on mathematics and less on 
public health applications. Students are typically admitted to the 
Ph.D. program after they have earned the M.S. in biostatistics, They 
spend the first two years in full-time residence, taking advanced 
coursework and preparing for a written examination covering the 
theory of statistical inference. This examination is administered by 
the Department of Statistics in the Graduate School of Arts and 
Sciences as part of their doctoral program requirements, Ph,D, 
students in biostatistics take many advanced courses from the 
Department of Statistics, in addition to courses offered in the 
Division of Biostatistics, After pa.ssing the written qualifying exami- 
nation, Ph,D. students begin intensive study of a class of statistical 
procedures that have relevance to a specific problem in biomedical 
research. Based on this study they write a 20-page paper reviewing 
the literature, which defines the context for a two hour oral 
examination. The oral examination probes the student's 
understanding of theoretical statistics, as well as the problem 
under review. 

Students pa.ssing these qualifying examinations receive the M.Phil, 
degree and then pursue their dissertation research, 

The PhD, dissertation must represent an original contribution to 
statistical theory or method which has relevance to a real biomedi- 
cal application. With proper advising, a Ph,D, student should be 
able to finish the degree five years after receiving the Masters 
degree. Further information may be obtained from the Division of 


Course Descriptions 

P6100 Introduction to vital statistics 

l'/2 lecture, I'/j laboratory hours a week. 1 point. 
Mass data of the health fields; the content of vital statistics; 
methods of collecting, tabulating, and graphing data; elementary 
methods of analyzing some of the simpler types of data in terms of 
averages, percentages, and rates. Direct and indirect standardiza- 

P6105 Introduction to biostatistics 

5 hours a week. 3 points 

This course satisfies the biostatistics core requirement for the 
M.P.H. degree. Topics include those discussed in Public Health 
P6100, plus summarization of experimental data by means of 
percentages, averages, and measures of variation; methods for 
evaluating chance variation as applied to percentages and aver- 
ages; introduction to the concept of correlation. 

P6104 Introducrtion to biostatistical methods 

6 hours a week. 4 points. 

An enriched core course for biostatistics majors and other master's 
students who expect to take Public Health P8100, P8111, P8120. 
or P8129. It covers at greater depth all of the topics in Public 
Health P6J03. 

P6105 Introductory probability with statistical 

3 hours a week. 3 points. 

Corequisite: Public Health P6104, and the instructor's permission. 
Intended for M.P.H. students concentrating in biostatistics and for 
other students likely to take advanced courses in biostatistics. 
Develops probability models for discrete and continuous variables, 
and illustrates their applications to inferences about contingency 
tables, to nonparametric problems, and to estimation using maxi- 
mum likelihood. 

P6110 Statistical and computer methods in health data 

3 hours a week. 3 points 

Uses of the computer in cleaning, summarizing, and cross- 
classifying data. Expansion of the material covered in Public 
Health P6103 — regression, correlation and contingency table analy- 
sis, and the analysis of variance — with data analysis carried out 
using standard statistical packages. 

P8100 Applied regression analysis 

2'/j hours a week. 3 points. 

Prerequisite: Public Health P6J04 and the instructor's permission. 
The study of linear statistical models. Regression and correlation 
with one independent variable. Partial and multiple correlation. 
Multiple and polynomial regression. Single factor analysis of 
variance. Simple logistic regression. 

P8102 Exploratory data analysis 

3 hours (I livek. 3 points. 

This course is suitable for masters and doctoral students from all 
disciplines whose research involves substantial data analysis. 
Techniques presented include graphical and numerical summaries 
of univariate and multivariate data, box-plot comparisons, quaniile 
plotting, and transformations. Topics in regression analysis include 
examination of residuals, detection of influential obser\ations, 
added variable plots, and model selection. Nonparametric curve 
fitting and exploratory techniques for the one-way analysis of 
variance are also presented. Assignments involve data analysis 
using standard statistical packages. 

P8108 Analysis of longitudinal studies 

3 hours a week. 3 points. 

Prerequisite: Public Health P6105 or the equivalent, and the 

instructor's permission. Clinical trials concerning chronic disease, 

comparison of survivorship functions, parametric models for 

patterns of mortality and other kinds of failures, and competing 


P8111 Linear regression models 

3 hours a week. 3 points 

Prerequisite: Public Health P6105 and some computer back- 
ground. The theoretical background underlying regression tech- 
niques. Simple regression. Bivariate normal distribution and corre- 
lation. Multiple and polynomial regression. 

P8112 Statistical methods in biological assay 

2 hours a week. 2 points 

Prerequisite: Public Health P8111 or the equivalent, and the 
instructor's permission. Estimation of relative potency' for indirect 
assays with quantitative responses (parallel line and slope ratio) 
and with quantal responses (probits, logits); direct assays, Fieller's 

P8115 Sample survey theory 

3 hours a week. 3 points. 

Prerequisite: Public Health P8111 or the equivalent, and the 
instructor's permission. Theor\' and practice of sampling popula- 
tions. Simple random, stratified random, cluster, multistage, and 
systematic random sampling. Additional topics including optimal 
allocation, ratio and regression estimation, balancing precision 
against cost, and sources of bias including nonresponse. 

P8116 Design of medical experiments 

2'/> hours a week. 3 points. 

Prerequisite: Public Health P8111 or the equivalent, and the 
instructor's permission. Principles in the design and analysis of 
controlled experiments: Latin squares, incomplete block designs, 
crossover designs, fractional factorial designs, confounding. 

P8117 Nonparametric statistics 

3 hours a week. 3 points. 

Prerequisite: Public Health P6104 or the equivalent, and the 
instructor's permission. Presentation of statistical techniques v-alid 
for data from distributions requiring minimal assumptions. Topics 
include rank tests, permutation tests, contingenc">' tables, rank 
correlation methods, analysis of variance and regression methods 
for ranked data, and methods of nonparametric sur\i%-al analwis. 

P8118 Advanced topics in applied regression analysis 

2',jhoursa week. 3 points 

Prerequisite: Public Health P8100 or P8ni. matrix algebra and 
calculus, and the instructor's permission. Selecting the best regres- 
sion equation. Multiple regression applied to the analysis of 
variance. Introduction to nonlinear regression. Special topics such 
as influential observations, inverse regression, ridge regression, 
principal components regression, robust techniques. 

P8120 Analysis of categorical data 

3 hours ii week 3 ponits 

Prerequisite: Public Heatlh PblO-i a[n.i PMOO or their equis'alents, 
and the instructors permission A thorough study of the fourfold 
table, with applications to epidemiological and clinical studies. 
Significance versus magnitude of association; estimation of relative 
risk; matching cases and controls; effects, measurement, and 
control of misclassification errors; combining evidence from many 


P8121 G«neralized linear models 

2- _■ hours a u eek. 3 points. 

Prerequisice: Public Health P8111. Statistics W4107, and the 
instruaor's permission. An examination of a generalization of the 
classical regression model. Topics include log-linear models for 
count data, probit and logit models, anals^sis of data vvith discrete 
ordered responses, and analysis of continuous data where the 
\-ariabilit\' increases with the mean. Survival analwis and model 
checking are discussed as time allows. 

P8129 Theory of multivariate analysis 

-i hours a week -i points. 

Prerequisite: Public Health P8111 or the equi\alent, and the 
instruaor's permission. Thorough review of matrix algebra; in- 
verses; onhonormalization; affine transformations; eigenvectors 
and eigenvalues. The multivariate normal distribution. Multivariate 
sampling distributions. The multivariate general linear model. 
Hotelling's T^. 

P8133 Sequential experimentation 

2- J hours a u eek 3 points. 

Prerequisite: Public Health P6105 and P81U or their equivalents, 
and the instruaor's permission. An introduction to sequential 
analysis as it applies to statistical problems in clinical trials, 
hypothesis testing, selection, and estimation. Emphasis is placed 
on a study of procedures, operating characteristics, and problems 
of implementation, rather than mathematical theory. Students 
obtain an overview of currendy available sequential designs and the 
advantages and disadvantages they offer in comparison with 
classical designs. 

P8137 Seminar on statistics in mental health research 

/ hour a ueek J point 

Prerequisite: the instructor's permission. This seminar is designed 
to give pre-and post-doctoral fellows in the Mental Health Statistics 
Training Program a forum for discussing the application of 
statistical models to mental health data. Students take turns 
presenting research problems and plans for statistical analysis. 
Other students serve as discussants during presentations. It is 
expeaed that students learn how to apply statistical methods to 
real mental health data. 

P8139 Theoretical genetic modeling 

2'/j hours a week 3 points 

Prerequisite: the instructor's permission. The theoretical founda- 
tions underlying the mrxleis and techniques used in mathematical 
genetics and genetic epidemiology. Topics include use and interpre- 
tation of likelihrxxl methods; formulation of mathematical models; 
.segregation analysis; ascertainment bias; linkage analysis; genetic 
heterrjgeneity; and complex genetic mcxiels. Lectures, discussions, 
home-work problems, and a final examination. 

P8140 The randomized clinical trial 

2 hours a week 2 point'. 

Prerequisite: Public Health P6l()4 or the equivalent, and the 
instructor's permission. Fundamental methods and concepts of 
the randomized clinical trial: protrxrol development, randomiza- 
tion, blindedness, patient recruitment, informed consent, compli- 
ance, sample size detcrminatifin, crossovers, collaborative trials. 
Each student prepares and submits the protocol for a real or 
hyp<jthetical clinical trial. 

P81$0 Topics in applied statistics 

2' 2 hours a week. 3 points. 

Prerequisites: Public Health P8111. Statistics G4107. and the 
instructor's permission. This course will present some recently 
developed ideas in applied statistics including the EM algorithm; 
the jackknife, bootstrap, and other resampling methods; model 
selection; and regression diagnostics. 

P8151 Methods of statistical adjustment 

2',jhoursa week. 3 points. 

Prerequisite: Public Health P6104 and the instructor's permission. 
A survey intended to introduce students to the wide variety of 
techniques available for the statistical adjustment of data, with an 
emphasis on broad coverage rather than depth. Techniques for 
testing and estimation with covariate adjustment including stratifi- 
cation, matching, direct and indirect standardization of rates, 
analysis of covariance linear and logistic regression models, condi- 
tional likelihood methods, piecewise exponential, and Cox regres- 
sion models in survival analysis. 

P8157 Analysis of repeated measurements 

2'/j hours a week. 3 points 

Prerequisite: Public Health P8111 and the instructor's permission. 
Topics include features of repeated measurements studies: bal- 
ance in time, time-varying covariates, and correlation structure. 
Examination of the models for continuous repeated measures 
based on normal theory: random effects models, mixed models, 
multivariate analysis of variance, growth curve models, and autore- 
gressive models. Nonparametric approaches and models for re- 
peated binary data. Applications of generalized linear models to 
repeated data. Empirical Bayes approaches are discussed as time 

P8160 Topics in statistical computing with APL 

2'/j hours a week 3 points. 

Prerequisites: the instructor's permission. An introduction to the 
elements of APL syntax, to the fundamentals of numerical analysis 
in the solution of linear and nonlinear systems of equations that 
arise in statistical modeling, and to mathematical experimentation 
with the microcomputer, including but not limited to simulation 
techniques. A combination of lectures and computer laboratory 
work. Students are evaluated on the basis of homework exercises 
and a term project. 

P9103 Psychometric theory 

2'/j hours a week. 3 points. 

Prerequisite: the instructor's permission. Classical test theory: true 
and error .scores, measures of reliability and validity, composite 
tests. Modern test theory: parallel versus tau-cquivalent measures, 
generalizability theory, logistic test models. Applications of factor 
analytic methodology. 

P9104 Advanced multivariate techniques and 

■7 hours a week. 4 points. 

Prerequisite: Public Health PH129 or the equivalent, and the 
instructor's permission. Multivariate analysis of variance. Discrimi- 
nant function analysis. Canonical correlation analysis. Principal 
components and factor analysis. Analysis of covariance structures. 
Applications to health data. 


P9105 Topics in the analysis of longitudinal studies 

2 hours a week. 3 points 

Prerequisite: Public Health P8108 or the equivalent, and the 
instructor's permission. Seminar for advanced students planning 
to pursue doctoral work in this area. Reading of recent articles of 
theoretical and practical importance for the planning and analysis 
of long-term longitudinal studies. Lectures, discussions, presenta- 
tions by students. 

P9154 Discrete statistical analysis 

3 hours a week. 3 points. 

Prerequisite: Statistics G4I05 and G4107. Discrete univariate and 
multivariate distributions; sampling models for discrete data; 

maximum likelihood and best assTnptotically normal estimation; 
asymptotic behavior of goodness of fit statistics; homogeneity of 
association and symmetry in multiway contingency tables; log- 
linear models; polytomous logistic regression. 

P6I9O, P8I9O, P919O Tutorials in biostatistics 

Hours to he arranged I to 6 points. 

For appropriately qualified students wishing to enrich their pro- 
grams by undertaking literature reviews, special studies, or small 
group instruction in topics not covered in formal courses. 


Degrees offered: 
M.P.H., Dr.P.H. 

60 Haven Avenue, Bl 
NewYork, NY 10032 
(212) 305-3464 

Professor and Division Head 

Joseph P. Graziano 

Calso Pharmacology) (in Pediatrics). B.S., Long Island; Ph.D., 
Rutgers. 19'^1 


Dickson D. Despommier 

rXropical .Medicine; (Parasitology) (also Microbiology). B.S., 

Fairleigh Dickinson, 1962; M.S., Columbia, 1964; Ph.D., Notre 

Dame, 1967. 

Leonard C. Harber 

(also Richard & Mildred Rhodebeck Professor of Dermatology). 

B.A., Johns Hopkins, 1949; M.D., New York University, 1953; 

M.S., 1959 

I. Bernard Weinstein 

(also Erode Jensen Professor of Medicine), (also Genetics and 

Development) (in the Comprehensive Cancer Center). B.S., 

Wisconsin, 1952; M.D., 1955 

Professor of Clinical Public Health 

.Marco Zaider 

(aLso Radiation Oncology). M.S., Bucharest, 1968; Ph.D., Tel 

Aviv, 1976 

Professor of Clinical Radiation Oncology 

Howard I Amols 

B.S., Cfxjpcr Union, 1970; M.S., Brown, 1973; Ph.D., 1974 

Professors of Clinical Radiology 
Peter D. Esser 

A.B., Brown, 1961; M.S., Adclphi, 1964; Ph.D., 1971 
Edward L. Nickoloif 

(Radiation Physics; B.S. Carnegie Institute of Technology, 1965; 
M.S., New Hampshire, 1968; Sc.D, Johns' Hopkins, 1977 

Associate Professors 

Frcderita P Pcrcra 

B A., Kaddiffc, l'X.3, M.P.H., Ccjiumbia, 1976; Dr.P.H., 1981 

Regina M. Santcila 

B.S., Brooklyn, 1969; M.S., Massachu.sctts, 1971; Ph.D., City 

University of New York, 1976 

Associate Professor of Occupational Medicine 

Paul W. Brandt-Rauf 

(in Medicine). B.S., Columbia, 1970; M.S., 1973; Sc.D., 1974; 
M.D., 1979; M. P. H., 1980 

Associate Professor of Radiation Oncology 

David J. Brenner 

B.A., Oxford, M.A., 1974, M.Sc, London 1976; Ph.D., Surrey, 

Adjunct Associate Professor 

James A. Hathaway 

B.A., California (Los Angeles), 1964; M.D., 1967; M.P.H., 1969 

Associate Professors of Clinical Public Health 

Alan M. Jeffrey 

(in Pharmacology). B.S., Hull (United Kingdom), 1966; Ph.D., 
University College of North Wales (United Kingdom), 1970 
Jeanne M. Stellman 
B.S., City College of New York, 1968; Ph.D., 1972 

Associate Clinical Professor 

Robert Lewy 

(also Medicine). B.A., Rochester, 1967; M.D., College of 
Medicine and Dentistry of New Jersey, 1971 

Assistant Professors 

Adelaide M. Carothers 

B.A., New York University, 1973; M.S., 1976; Ph.D., 1979 

Mary Gwo-Shu Lee 

(Tropical Medicine) (also Pathology). B.S., National University 

of Taiwan, 1978; M.B., 1981; Ph.D., New York University, 1985 

Wei Zheng 

B.S,, Zhcjiang (P.R.C.), 1982; M.S., 1984; Ph.D. Arizona, 1991 

Adjunct Assistant Professors 

Leslie R. Andrews 

B.S., Providence, 196H; M.A,, New York University, 1975; 
Dr.P.H., Columbia, 1985 

Michael D. Goldstein 

B.S., State University of New York (.Stony Brook), 1979; M.D., 
Columbia, 1983; M.P.H., 1987 
Henry Hermo, Jr. 

B.S., (•■airlcigh Dickin.son, 1961; MA,, Monlcliiir, 1966; Dr.P.H., 
Ctjlumbia, 1985 

Lillian P. Langseth 

B.A., Fairleigh Dirkiason, 1961; M.S., New York University, 1968; 

Dr.P.H., ColumbJ;i, 1990 


Jack Mayer 

M.D. New York University, 1971; M.P.H., Columbia, 1990 

Assistant Professor of Clinical Public Health 

L. Fleming Fallon, Jr. 

B.A., Colby, 1972; M.A., Case Western Reserve, 1973; M.S., 
Wagner, 1977; M.B.A., New Haven, 1979; Ph.D., St. Lucia (El 
Paso), 1980; M.D., St. George's, 1984; M.P.H., Columbia, 1986 

Assistant Clinical Professors 

Martin G. Blechman 

(Tropical Medicine) B.S., George Washington, 1949; M.S., 

Columbia, 1953; M.D., Jefferson, 1957 

Edward A. Christman 

B.S., Ohio, 1965; M.S., Rutgers, 1974; Ph.D., 1977 

O. Bruce Dickerson 

M.D., Missouri, 1962; M.P.H., California (Los Angeles), 1966 

Jan Schwarz-Miller 

B.A., Hampshire, 1976; M.D., Tel Aviv, 1984; M.P.H., Columbia, 


Marina Stefanidis 

B.A., Case Western, 1984; M.S., 1986; Dr.P.H., Columbia, 1990 

Associate Research Scientist 

Yu-Jing Zhang 

M.D., Xian Medical (PRC), 1982, M.S., Fourth Military Medical, 


Lawrence Budnick, M.D. 
Arvind V. Carpenter, Dr.P.H. 
Vincent M. Coluccio, Dr.P.H. 
Jean B. Cropper, M.P.H. 
Herman M. Ellis, M.D. 
Curtis Mathews, Jr., B.S., B.A. 
Michael McCann, Ph.D. 

Virginia A. Risley, M.B.A. 
Thomas T. Shen, Ph.D. 
Eugene Sherman, M.D. 
Ronald F. Teichman, M.D. 
Haig-Michael D. Utidjian, 


Childhood lead poisoning/exposure and iron deficiency anemia, 
and the related impact on development; ethical issues in environ- 
mental and occupational health; environmental and occupational 
causes of cancer; dietary and environmental factors in cancer 
prevention; interaction between genes and the environment; 
molecular epidemiology; methods and applications of biomarkers, 
or early warning .systems for disease, in risk assessment; chemical 
and natural carcinogens; chemical carcinogenesis, specifically, 
DNA structure and conformation and the mechanism of mutation; 
radiation effects; medical physics; parasitic diseases and ecology. 


Environmental Science is a rapidly expanding field which requires 
a broad range of basic and applied scientific skills. The program at 
the School of Public Health is primarily oriented at understanding 
and predicting the health effects of environmental and occupa- 
tional exposure to chemicals and radiation. Research acti\ities of 
the faculty aim to generate scientific data which ultimately ser\'e as 
the underpinnings of environmental policy' decisions. Because the 
field is so broad, students are encouraged to focus on particular 
areas, including Medical Health Physics. Occupational Medicine. 

Environmental or Molecular EpidemiologN', or Toxicolog\'. Each of 
these is taught with some consideration of national, international 
and global policy issues. 

Our students find employment in varied settings including aca- 
demia, the chemical and pharmaceutical industries, federal or local 
environmental protection agencies, health departments, hospitals 
(panicularly Medical /Health Physics students), en\ironmental con- 
sulting firms, and public interests groups. 

The requirements for admission to the Environmental Sciences 
program are special to this division and must be read in conjunc- 
tion with the general requirements of the School of Public Health. 
The program in Environmental Sciences typically attracts students 
with a wide variety of backgrounds and interests, but several 
academic prerequisites are required for admission. These include 
one year of undergraduate Biolog>', one year each of General and 
Organic Chemistry, and one year of undergraduate Mathematics 
(which must be Calculus for the Medical /Health Physics track). If a 
student is missing one of the prerequisites, he or she may be 
admitted on the condition that the deficiency be successfiiUy 
completed during the first year. Fall admissions are encouraged. 

Master of PubUc Health (M.P.H.) 

Course requirements for the M.P.H. var\' substantially among 
tracks. For example, students interested in Environmental or 
molecular Epidemiology are expected to take some toxicology 
coursework and more than the minimal M.P.H. requirements in 
epidemiology and biostatistics; those pursuing the To,xicolog\' 
track (a joint program with the Depanment of Pharmacology' in the 
Medical School) are expected to develop a strong background in 
physiology and molecular biolog)'. Students particularly interested 
in policy issues may elect to take additional courses offered \ia the 
Environmental Poliq' program in the School of International and 
Public Affairs at the main campus. Some flexibilit>' and crossover is 
usually allowed, taking into account each students background 
and career goals. A Master's Essay is optional, but is strongly 
recommended for students who are also considering the pursuit of 
the Dr.P.H. degree. At the M.P.H. level, the Practicum experience 
varies from laborator\' research to governmental agcno- ln\ol\'e- 
ment to relevant summer or part-time corporate or interest group 
emplo\Tnent. Alumni actively panicipate in these efforts. The 
Practicum can be waived for students with professional experience 
or advanced training. 

For medical school graduates interested in occupational medicine, 
the Division cooperates with hospitals and industries in the region 
to offer an accredited Occupational Medicine Residency Program 
that provides both didactic and clinical training leading to the 
Master of Public health degree and certification for board require- 
ments. Funher information should be obtained directly from the 
Division of Environmental Sciences. 

Doctor of Public Health (Dr.P.H.) 

Facuirs' members of the Division of Environmental Sciences also 
supervise selected advanced students in doctoral studies leading to 
the degree of Doctor of Public Health (Environmental Sciences). 
Usually, a student first registers in the Master of Public Health 
program so that performance can be ev~aluated; transfer to the 
Doctor of Public Health Program mav- then be requested. In cases 
where a candidate already holds a master's or doctoral degree in a 
related field, this requirement may be waived. Each student's 
program is planned according to individual career objectives and 
interests. The Doctor of Public Health (Environmental Sciences) 


Program has the same aims as those described in the Master of 
Public Health (Environmental Sciences) Program but adds an 
intensive research dimension. Research opportunities abound, 
and doaoral students are given first priorir\' in the selection of 
research projects. 

The Di\1sion also provides guidance to selected students who wish 
to pursue a Ph.D. degree in certain basic science areas related to 
environmental sciences (for example pharmacology, genetics, and 
biochemistr>-), but at the same time engage in courses or work 
with facultv members in the Division of Environmental Sciences. 

Course Descriptions 

General Courses 

P630O Environmental Sciences 

P6301 Environmental Sciences Applications 

P6315 Environmental Nutrition 

P6322 Ecology 101 

P6320 Radon, Risk and Remedy 

P6330 Radiation Science 

P8302 Environmental Sciences Workshop 

P8306 Environmental Hygiene 

P8325 Risk Assessment, Communication and Management 

P9300 Topics in Environmental Sciences 

P9303 Management of Hazardous Wastes 

P9317 Case Studies in Risk Assessment and Environmental Policy 

P9350 Master's Essay in Environmental Sciences I 

P9351 Master's Essay in Environmental Sciences II 

P6390, P8390, P9390 Tutorials in Environmental Health Sciences 

The Medical/Health Physics Track 

Kor general guidance contaa Professor Zaider, 305-7387. 

The following courses can be taken in the autumn and spring terms 
pending approval by the professor. 

P8310 Health Physics 

P8330 Radiation Physics is a prerequisite for all the other courses 

in this track 

P8333 Radiation Oncology Practical Experience 

P8340 Diagnostic Radiology Applications 

P8360 Basic Experimental Methods and Nuclear Instrumentation 

P8365 Nuclear Medicine applications 

P9319 Nuclear Medicine and Radiopharmacology 

P9330 Diagnostic Radiological Physics 

P9335 Radiation Therapy Physics 

P639<'J, P«390, P9390 Tutorials in Medical Physics/Health Physics 

The Occupational Medicine Residency Track 

For general guidam.c f oniact Professor Brandt-Rauf, 305-3464. 

P8328 Ergonomics 

P8351 Occupational Medicine Workshop 

P9305 Ethical Issues in Occur)ational/Envir(jrirricntal Health 

P9307 Oct\ipational Medical Management 

P9315 Occufotional Medicine 

P9316 Occupational Diseases 

The Toxicology Track 

For general guidance contact Professor Jeffrey, 305-6925. 

P631O Principles in Molecular Biology 


P8308 Molecular Toxicolog>' 

P8311 Industrial Toxicology 

P8312 Systemic Toxicology 

P8319 Biological Markers of Chemical Exposure 

P63OO Environmental sciences 

3 hours a week. 3 points. 

Satisfies the environmental sciences core requirements for the 
M.P.H. degree. An introduction to preventive health practices with 
an emphasis on environmental factors. Review of basic public 
health concepts as they relate to disease causation and prevention. 
Toxicology, especially carcinogenesis, is stressed. In cooperation 
with other divisions, tropical diseases and the implications of 
population growth are discussed. Available techniques of preven- 
tive practices, such as controlling the quality of air. water, and 
consumer products, are described for both the workplace and the 
general environment. Lectures are followed by discussion groups. 

P6301 Environmental science applications 

2 hours a week. 1 point. 

Primarily for students specializing in environmental sciences. 
Discussions with faculty and leading practitioners of preventive 
health programs, including labor, industry, and government. 
Various roles, professional problems, employment opportunities, 
and current trends in the field of environmental sciences. Atten- 
dance and participation. 

P63 10 Principles in molecular biology 

3 hours a week. 3 points. 

Lecture and laboratory course covering basis and laboratory 
techniques of recombinant DNA technology. Approximately one 
hour of lecture and two hours of laboratory exercises per week. 
Emphasis on fundamental concepts of molecular biology. "Hands 
on " experience in conducting recombinant DNA experiments. 
Grades based on laboratory participation and final exam. 

P63 13 Physiology 

2 hours a week 3 points 

An introductoiy human biology course with a focus on the 
homeostatic regulation of fluid compartments and molecular 
exchanges between the internal and external environments. Atten- 
tion will be given to basic information at the chemical, cellular, and 
ti.ssue levels of biological organization. Particular emphasis is 
placed on organ .systems involved in environmental chemical 
exposure and/or metabolism. A lecture and discussion classroom 
format will be utilized. Evaluation of student perfornuincc will be 
by a mid-term examination and a final examination, 

P6315 Environmental nutrition 

2 hours a week. . i points. 

Review of interactions belween humans, nutrition, and the natural 
and industrial environments. I'ocuses on nonnulrients in food 
supply: food additives, animal-feed residues, microbial contami- 
nants, pesticide residues and naturally occurring toxins. Irradiated 
and genetically engineered foods also discu.s.sed. Risk-assessment 
appnjach strcs.sed. Ix-ctures and group discu.ssions. Examination 
and oral presentation of term paper. 


P6320 Radon, risk and remedy 

2 hours a week. 3 points. 

The radon problem has come to be seen as one of the most 
significant public health issues facing the populations of developed 
countries. The Assistant Surgeon General has stated that "Radon- 
induced lung cancer is one of today's most serious public-health 
issues." A reasonable estimate is that radon is implicated in 20,000 
lung-cancer deaths per year in the U.S. 

The radon problem has aspects that are highly multi-disciplinary, 
ranging from biology to physics, geology, epidemiology, risk 
estimation and communication, building construction, as well as its 
legal, legislative and real-estate aspects. This course, which will not 
assume any prior technical knowledge, is designed to give students 
a broad appreciation of the facts (or lack of!) and issues in the 
radon field. There is currently a rapidly-increasing job market 
specifically in the radon field. 

This course is aimed at a broad spectrum of students from various 
disciplines. No technical background will be assumed in physics, 
biology, or risk assessment, though references to the more 
technical aspects will be made available. 

An in-class multiple choice mid-term exam will be given, and an 
essay-based take-home final exam. 

P6322 Ecology 101 

2 hours a week. 3 points. 

Prerequisite: one course in Biology and Chemistry. The purpose of 
Ecology 101 is to make students more aware of the ways in which 
interrelated life forms act in concert to form biomes (i.e., complex, 
mutually dependent communities). The concept of species and the 
niche, competition, succession, food chains and food webs, energy 
flow, productivity, and trophic levels will be emphasized through- 
out. Each major biome will be considered from the perspectives. 

P6330 Radiation Science 

2 hours a week. 3 credits 

The purpose of this one-semester course is to familarize the 
student with ionizing radiation: what it is, the type of instrumenta- 
tion used to detect it, what its biological effects are, what risks and 
benefits are involved in the societal use of radiation (medical 
applications, laboratory techniques, nuclear energy). There are no 
prerequisites for attending this course other than an open mind, 
curiosity and high school level scientific background. Upon success- 
fully completing this course, the student is expected to be able to 
recognize a situation involving radiation, reason out how to use 
radiation sources safely and, in general, be able to carry out an 
intelligent (unbiased and educated) discussion on radiation issues. 
There will be two take-home examinations (mid-term and final). 

P8302 Environmental science workshop 

3 hours a week. 3 points. 

Intensive survey of key literature, analytical techniques, and fields 
of knowledge encompassed by environmental science subspecial- 
ties, especially the behavioral aspects of preventive practices. 
Stress on creative thinking and on techniques of research-paper 
writing. Topics include environmental policy' analysis and formula- 
tion, economics, risk assessment and management, political pro- 
cesses, and the environmental health problems related to techno- 
logical change. Weekly essays. 

P8306 Environmental hygiene 

_' hours a week. 3 points. 

Primarily for students specializing in environmental sciences. 
Prerequisite: the instructor's permission. Field measurements of 
environmental pollutants. Theoretical concepts used for instrumen- 

tation and techniques of practical application. Evaluation of environ- 
mental monitoring data. Examination and paper. 

P8308 Molecular toxicology 

2 hours a week. 3 points. 

Prerequisite: knowledge of organic chemistrv' and the instructor's 
permission. Chemical and biochemical principles governing toxic- 
ity of environmental pollutants, particulariy carcinogens. Signifi- 
cance of entry route, dosage, tissue distribution, time course, 
metabolism, excretion, cellular action, host susceptibility factors, 
and assays. Applications to practical situations described by guest 
lecturers from industn' and government. Repon and final examina- 

P8310 Health physics 

3 hours a week. 3 points. 

Introduction to fundamental principles of health physics. Detailed 
discussion of aspects of nuclear physics imponant in health 
physics, radiation dosimetry' in biological systems, health physics 
instrumentation. Guest lecturers and audio-visuals are included. 
Final examination and one research paper on subject of student's 

P8311 Industrial toxicology 

2 hours a week. 3 points. 

Prerequisite: the instructor's permission. Systematic study of major 
families of industrial chemicals and physical hazards, such as 
electromagnetic radiation. Basic mechanisms and toxic effects. 
Environmental examples of exposure. Mid-term examination and 
final paper. 

P8312 Systemic toxicology 

2 hours a week. 3 points. 

Introductory- toxicolog\- course that first stresses basic principles 
concerning absorption, distribution, elimination and to.xicokinet- 
ics. The impact of toxic exposures on selected organ systems is 
then developed, with particular emphasis on kidney, lung, nervous 
system, liver, hean and skin. For each organ system, a representa- 
tive group of prototypical toxins is studied in depth. 

P8319 Biological markers of chemical exposure 

2 hours a week. 3 points. 

Prerequisite: organic chemistry, some biological science and per- 
mission of instructor. The various methods for monitoring human 
exposure to environmental and occupational chemicals will be 
discussed with the major focus on genotoxic agents. Methods for 
monitoring exposure to kidney and immune system toxins will also 
be discussed. Details of specific laborator\- methodology- and 
application to epidemiologic studies will be covered. Format will 
be lectures and discussion of original research papers. Ev-aluations 
will be based on mid-term and final examinations. 

P832$ Risk assessment and management 

2 hours a week. 3 points 

Lecture and discussions to develop capabilities for design and 
evaluation of risk-management programs. Topics include nature 
and role of risk, risk perception, and risk management in our 
societ>'. Specific techniques involve identifying, defining, quantify- 
ing, communicating, and reducing risks from emironmental fac- 
tors, such as chemical agents that can affect human health. Social 
methods of minimizing occurrence and potential severir\- of 
"accidents" are considered with emphasis on needs and difficul- 
ties in risk communication. Mid-term examination and final paper. 


P8328 Ergonomics 

2 hours a ueek. 1 point 

An introduction to the principles and applications of ergonomics, 
including work workplace design, technolog\' management, anthro- 
pometries, and biomechanics. Goal is to instruct students in the 
occupational health analysis of the worker-workplace interface 
where preventive strategies can minimize ergonomically related 
disorders. Lectures with final examination. 

P8330 Radiation physics 

3 hours a week 3 points 

Introduction to atomic and nuclear physics and the quantum 
mechanics interaction of ionizing radiation with matter. Other 
subjects include radiation dosimetn-, instrumentation, radiation 
protection (internal and external), and, briefl)', the chemical and 
biological effects of radiation. Material is at beginning graduate 
level. Exercises, group work. Mid-term and final examination. This 
course is required for all other medical/ health physics courses. 


Radiation oncology practical experience 

2 hours a week. 3 points. 

Application of medical physics to cancer therapy. One day weekly 
in a hospital setting under close supervision. Dosimetry, calibra- 
tions, and treatment planning. Four to six clinically oriented 
laboraton-t\pe projects will be assigned. 

P8340 Diagnostic radiology applications 

Hours to he arranged. 3 points. 

Praaical applications of diagnostic radiology for various measure- 
ments and equipment assessments. Includes instruction and 
supervised practice in radiation safety procedures, image quality 
assessments, regulatory compliance, radiation dose evaluations 
and calibration of equipment. Topics include X-ray generator 
calibration, focal spot measurements, radiation output measure- 
ments, half-value layer measurements, and others. Objective is 
familiarization in routine operation of test instrumentation re- 
quired in diagnostic medical physics. Research reports. 

P8351 Occupational medicine workshop 

Hours to he arranged. 3 points. 

Prerequisite: the instructor's permission. Coverage of the latest 
advances in occupational medicine combined with practical experi- 
ence in the field. Review of recent literature, analysis of cases, and 
participation In research projects involving occupational medicine 
surveillance and evaluation. 

P8360 Basic experimental methods and nuclear 

'^ hours a week 3 points 

Basic experimental techniques, atomic and nuclear devices, and 
instrumentation common to many areas of medical and health 
physics. Combines lectures on the theory of operation of basic 
nuclear iastrumenis with hands-on operation. Emphasis on labora- 
tory porf(jrmance by students of required experiments and scjmc 
elective experiments based on specific interests. 

P836$ Nuclear medicine applications 

I lour , Ui h<: arrany/:d -i p'jiril\ 

Practical applications of nuclear medicine theory and application 
for prfxressing and analysis of clinical images and radiation .safety 
and quality assurance programs. Topics may include tomography, 
iastrumentatifjn, functional imaging and the kinetics and biodistri- 
bution f)f radiopharmaceuticals. Research reports. 

P9300 Topics in environmental science 

3 hours a week, -i points. 

Prerequisite: the instructor's permission. The primary objective of 
this ad\'anced course is to teach students to critically and objec- 
ti\el\- re\iew original scientific publications. En\ironmental science 
is an extremely broad field. Professionals are often called upon for 
advice concerning a wide array of topics including characterization 
of the enxironment, exposure assessment, mechanisms of effects 
on human health, and strategies for preventing environmentally 
induced human disease. This course will cover a wide variety of 
topics in environmental science which are either fijndamentally 
related to understanding exposure and effects, or are of current 
national or international concern. The weekly succinct papers will 
account for 70% of the grade. The students oral presentations will 
account for the remaining 30%. 

P9303 Management of hazardous wastes 

2 hours a week. 3 points. 

Prerequisite: the instructor's permission. Definition, classifica- 
tions, and nature of hazardous and toxic wastes. Storage, transpor- 
tation, treatment, and disposal techniques proposed and being 
supplied. Includes chemical and biological treatment, incineration, 
and land burial. Critical environmental issues and multimedia 
pollution prevention by waste minimization. 

P9305 Ethical issues in occupational/environmental 

2 hours a week. 3 points 

Prerequisite: the instructor's permission. Coverage of areas of 
current interest in occupational and environmental health that 
raise significant ethical issues, such as genetic screening in the 
workplace, cost-benefit analysis in standard setting, and the right 
to know. Purpose is to increase awareness of the ethical problems 
in this field and to provide a framework for analysis of these 
problems. presentations and papers. 

P9307 Occupational medical management 

2 hours a week. 3 points. 

Prerequisite: the instructor's permission. Provides occupational 
health professionals with a background in management and 
business administration. Coverage of microeconomics finance, 
management, organizational behavior, personnel and human re- 
sources, labor relations, and corporate structure and activity. Class 
presentations and papers. 

P9315 Occupational medicine 

2 hours a week. 3 points 

Prerequisite; the instructor's permission. Introduction to the 
practice of occupational medicine. Topics include the roles of 
medical departments in corporations, clinical and administrative 
responsibilities, health .screening, wellness programs, epidemiologi- 
cal studies, data management, risk a,s.sessment management, legal 
and ethical i.ssues, and related subjects. Exploration of interfaces 
with a.ssociated professions, such as occupational health nursing 
and industrial hygiene, and with academic institutions. Examina- 

P9316 Occupational diseases 

3 hours a week. 3 points. 

Prerequisite: the instructor's permission. Clinical, managerial, and 
preventive aspects of contemporary occupational medicine prac- 
tice and needs. I^'ctures and group discussions with industrial 
medical directors, labor organizations, and governmental agencies 
in the New York City region. Eield trips. Research paper. 


Professor Fedetica Perciri. Eniironmental Sciences, reviews data with students in the Division. 

P9317 Case studies in risk assessment and 
environmental policy 

3 hours a week. 3 points. 

Prerequisite: the instructor's permission. The scientific basis for 
recent government decision-making on major public health and 
environmental issues. Specific aspects include a critical assessment 
of the available scientific database, the process of risk assessment, 
and the "political" component of decisions. Case studies include 
health-based standards for vinyl chloride, lead, pesticides and 
hazardous wastes, and environmental policy involving acid rain 
and the greenhouse effect. Seminar. Research paper. 

P9319 Nuclear medicine and radiopharmacology 

2 hours a iveek. 3 points. 

Physical bases of nuclear medicine are reviewed, and imaging 
instrumentation and computer diagnosis are discussed. Other 
topics include radionuclide generator systems and qualit\' control, 
radiopharmaceutical preparations and quality control, chemistr\' 
and radiopharmacolog\- of radionucleides, and radiopharmaceuti- 
cals for diagnostics and therapeutics. Mid-term and final examina- 
tions, term paper. 

P9330 Diagnostic radiological physics 

2 hours a week. 3 points. 

Description of X-ray generators and tubes followed b\' sur\^e>- of 
image quality concepts, introductors' fluoroscopy, image intensifi- 
ers, and cine systems. The second part cover.s mammograph\-, CT 
scanners, ultrasound and magnetic resonance imaging. Mid-term 
and final examinations. 

P935$ Radiation therapy physics 

_' hours a tceek. 3 points. 

Review of X-ra>' production and fundamentals of nuclear physics 
and radioactivity. Detailed analysis of radiation absorption and 
interactions in biological materials as specifically related to radia- 

tion therapy and radiation therapy dosimetry. Surveys of use of 
teletherap)' isotopes and X-ray generators in radiation therapy 
plus the clinical use of interstitial and intraca\itan' isotopes. 
Principles of radiation therapy treatment planning and iscxlose 
calculations. Problem sets taken from actual clinical examples are 
assigned. Examination. 

P93$0 Master's essay in environmental sciences I 

Hours to be anringed I point 

Prerequisite: the instructor's permission. For students who plan to 
enter the doctoral program, the Master's essay in enrironmental 
sciences is strongly recommended. The essay may represent 
empirical research, a fresh analysis of existing data, or a theoretical 
treatise. The student first registers for a one-semester, 1-point 
course (Master's essay in eni'iix)nnienlal sciences f) to develop a 
proposal in consultation with a faculty supervisor. This proposal 
will be submitted to the master's Programs Committee for ap- 

P9351 Master's essay in environmental sciences II 

Hours to he arranged. 3 points 

Prerequisite: P9350 and instructor's permission. After the success- 
ful completion o(P9350 Master's essay in environmental sciences 
I. students ma\' register for P9351 Master's essay in eniimnmenlal 
sciences II to carr>- out the actual writing of the essay under the 
guidance of the supenisor. The supervisor with a coreader will 
review the master's essay. 

P6390, P8390, P9390 Tutorials in environmental 
health sciences 

Hours to he arranged. Itob points. 

Prerequisite: the instructor's permission. Tailored to the panicular 
interests and needs of individual students. May take many forms — 
literature reviews, laboratorv- experiments, field trips, special 
studies, or other learning experiences that enrich and contribute 
to the student's program. 


Degrees offered: 

M.P.H., M.S., Dr.P.H., Ph.D. 


622 «est 168th Street, 18th Floor 
NewYork. NY 10032 
(212) 305-9410 

Professor Emeritus of Public Health (in Psychiatry) (in the 
Sergie-vsk>- Center) and Acting Division Head 

Zena Stein 

B-A., Cape Town, 1941; MjV, 1942; M.B., Ch.B., Witwatersand 

(South Africa) 

Bruce P. Dohrenwend 

(also Psychiatr\'> B.A., Columbia, 1950; M.A., 1951; Ph.D., 
Cornell, 1955 

W. Allen Hauser 

(also Neurology) (in the Sergievsky Center). B.A., Case We.stern 
Reserve, 1958; M.D., St. Louis, 1962 

Richard Mayeux 

(also Gertude H. Sergievsky Professor of Neurology and 

P.sychiatry> B.S., Oklahoma, 1968; M.D., 1972; M.S., Columbia 


Thomas A. Pearson 

B.A., Johns Hopkins, 1973; M.D,, 1976; Ph.D., 1983 

Myma Weissman 

(in Psychiatry) B.A., Brandels, 1956; M.S.W., Pennsylvania, 1958; 
Ph.D., Yale, 1974 

Adjunct Professor 

Cladd E. Stevens 

B.A., Pomona College, 1963; M.D., Baylor, 1968; M.P.H., 

Washington fSeatllcj, 1974 

Professor of Clinical Public Health 

Patricia R. Cohen 

(in P.sychlatry; B.A,, Hamline, 1958; Ph.D., Nc-w York University, 

Clinical Professor 

William T fricdcwald 

( Medicine^ B.S., Notre Dame, 196(J; M.D,, Yale, 1963 

Associate Professors 

Maureen C. Hatch 

B.A., Manhattanville, 1963; M.P.H., Columbia, 1979; Ph.D., 1983 

Bruce G. Link 

(in Psychiatry') B.A., Eariham, 1971; M.S., Columbia, 1980; Ph.D., 


Elmer Struening 

B.S., Hastings, 1949; M.S., Purdue, 1951; Ph.D., 1957 

Adjunct Associate Professors 

Seth F. Berkeley 

Sc.B., Brown, 1978; M.D., 1981 

Jennie K. Kline 

(in the Sergievsky Center) B.A., Chicago, 1972; M.S., Columbia, 
1974; M. Phil., 1975; Ph.D., 1977 

Associate Professors of Clinical Public Health 

Inge F. Goldstein 

B.A., Wellesley, 1951; M.S., Pittsburgh, 1956; M.S., Columbia, 

1968; Dr.P.H., 1976 

Madelyn S. Gould 

(in P.sychiatry) B.S., Brooklyn College, 1972; M.A., Princeton, 
1974; M.P.H., Columbia, 1976; Ph.D., 1980 

Deborah S. Hasin 

(in Psychiatry) B.A,, California (Los Angeles), 1972; M.S., 
Columbia, 1980; M. Phil., 1985; Ph.D., 1986 

Alfred 1. Neugut 

(also Medicine) B.A,, Columbia, 1972; M,D„ Ph,D,, 1977; M.P.H., 


Ruth Ottman 

(in the Sergievsky Center). B.A., California (Berkeley), 1975; 

Ph.D., 1980 

Steven Shea 

( Irving Associate Professor of Clinical Medicine). B.A,, 

Harvard, 1968; M.A„ Yale, 1971; M,D,, Columbia, 1979; M.S., 

Harvard, 1985 

Carolyn L. WesthofT 

( f Jl)stctri( s & Gynec()k)gy). B.S., Michigan 1972; M.D., 

1977; M.S., l.ondon School of Hygiene & Tropical Medicine, 



Associate Clinical Professor of Public Health 

L. David Carmichael 

(also Medicine) B.A., Harvard, 1969; M.D., Albert Einstein, 1976; 
M.P.H., Columbia, 1983 

Assistant Professors 

Stephen Arpadi 

(also Pediatrics) B.A., Antioch, 1975, M.D., George Washington, 

1982; M.S., Columbia 1991 

Maureen S. Durkin 

B.A., M.A., Wisconsin-Madison, 1977; Ph.D. 1982; M.P.H., 

Columbia, 1985; Dr.P.H., 1988 

Marilie D. Gammon 

B.S., California (Berkeley), 1974; M.P.H., Washington (Seattle), 
1982; Ph.D., Yale, 1989 

Richard M. Garfield 

(also Nursing). B.A. Hahnemann, 1976; B.A., Beacon, 1977; 
M.P.H., Columbia, 1980; Dr.P.H., 1985; M.S., 1986 

Pamela Factor-Litvak 

B.A., Rochester, 1977; M.Sc, Harvard, 1979; M.Phil., Yale, 1980; 

Ph.D., Columbia, 1991 

Ariel Pablos-Mendez 

(also Medicine) B.A., Guadalajara (Mexico), 1979; M.D. 1985; 

M.P.H., Columbia, 1992 

Karen G. Raphael 

(in Psychiatry). B.A., Hofstra, 1977; Ph.D., 1984 

Ralph Sacco 

(also Neurology) (in the Sergievsky Center). B.S., Cornell, 1979; 
M.D., Boston, 1983; M.S., Columbia, 1989 

Charlotte A. Stueve 

B.A., Michigan, 1971; M.A., Chicago, 1974; Ph.D., California, 


Adjunct Assistant Professors 

Edward A. Bortnichak 

B.A., Pennsylvania, 1973; M.P.H., Yale, 1977; M. Phil., 1978; 

Ph.D., 1981 

Mary Ann Chiasson 

B.A., Bennington, 1972; M.S., New York University, 1978; 

M.P.H., Columbia, 1985; Dr.P.H., 1988 

Gretchen Dieck 

B.A., Smith, 1976; M. Phil., Yale, 1979; Ph.D., 1982 

Ann B. Goodman 

B.A., Radcliffe, 1953; M.A., George Washington, 1963; M.S., 

Columbia, 1972 

Beryl Koblin 

B.A., Delaware, 1978; Sc.M, Johns Hopkins, 1982; Ph.D., 1987 

Paul S. May 

B.S., City College of New York, 1951; M.S., State Universit)' of 
New York (Syracuse), 1952; D.Sc, Philadelphia College of 
Pharmacy, 1955; M.P.H., Columbia, 1970 

Alfredo Morabia 

M.D., Geneva, 1978; M.A., Johns Hopkins. 1987; Ph.D., 1989 

Janet B. Schoenberg 

B.A., Swarthmore, 1967; M.Phil., Yale, 1970; M.P.H., 1973 
Annette StemJiagen 

B.A., Pennsylvania, 1973; M.P.H., Pittsburg. 19^5; Dr. PH., 1982 

Rand L. Stonebumer 

B.S., Pre.sbwerian (South Carolina), 1971; M.D., Tulane, 1975; 

M.P.H., Harvard, 1981 

Scott Stryker 

B.A., Rice, 1973; M.D., Baylor, 1977; M.P.H., Har\-ard, 1982; 

Dr.P.H., 1987 

Isaac B. Weisfuse 

B.A., Columbia, 1977; M.D., State University' of New York 

(Downstate), 1982 

Assistant Professors of Clinical Public Health 
Christina Hoven 

(in Psychiatry). B.A., Lindenwood, 1966; M.A., Missouri, 1968; 

M.P.H., Columbia, 1983; M.S., 1987; Dr.P.H., 1988 

Wendy W. Huebner 

B.S., Wisconsin, 1966; M.P.H., Columbia, 1985; Ph.D., 1990 

Stephen K. C. Ng 

B.S., LaSalle, 1967; M.B.,B.S., Hong Kong, 1972; M.P.H., 

Columbia, 1981; Dr. PH., 1986 

Godwin U. Obiri 

B.S., West Virginia, 1984; M.S., 1986; Dr.P.H, Alabama. 1990 

Sharon B. Schwartz 

B.A., Yeshiva, 1973; M.A., Columbia, 1974; Ph.D., 1985; M.S., 


Thomas W. Wilson 

B.S., Bowling Green, 1972; M.A, 1981; Ph.D. 1987; M.P.H., 

California (Los Angeles), 1991; Dr. P.H., 1993 

Susan A. Wilt 

B.A., Bennington College, 1964; M.S., Columbia, 19~8; Dr.P.H., 

Assistant Clinical Professors 

Linnea Capps 

(also Medicine). B.S., Kansas, 1971; M.D., Missouri, 1977; 
M.P.H., Columbia, 1985 

Thomas R. Frieden 

B.A., Oberlin, 1982; M.D., M.P.H., Columbia, 1986 

Bruce G. Gellin 

B.A., Nonh Carolina, 1977; M.D., Cornell, 1983; M.P.H., 

Columbia, 1991 

Sam R. Toussie 

B.A, Vermont, 1972; M.S., Columbia, 1976; Ph.D., 1984 

Associate Research Scientist 

Diane E. McLean 

A.B., Han'ard. 19^8; M.P.H., Columbia, 1983; Ph.D.. 1991 

Special Lecturer 

Anna C. Gelman, M.P.H. 
Zena Stein, M.B.Ch B 
Mervyn W. Susser, M.B., Ch.B. 


Genrud S. Berkowitz. Ph.D. 
Stephen M. Friedman, M.D. 
Anne L. Golden. Ph.D. 



Theor>- and method in epidemiolog>-; mental retardation; child- 
hood injuries; pre\'alence and treatment of adolescent depression; 
ps>chiatric epidemiolog>'. including schizophrenia, depression, 
and other mental illnesses; occupational risk factors for mental 
diseases; public attitudes toward the homeless; measurement of 
ps>'chosocial stressors; challenges of research in the inner cit\', 
using household survey methods; effects of workplace, environmen- 
tal and phN-sical stresses on reproduction and pregnane^' outcome; 
contraceptives and their risks and benefits; incidence of cancer 
near nuclear facilities; epidemiologv' of respiraton' diseases, panicu- 
lar asthma; epidemiolog\- and genetic and environmental causes of 
Alzheimer's and Parkinson's diseases; genetic susceptibility' to 
neurological disorders such as epilepsy, Alzheimer's disease, 
Parkinson's disease and migraine; risk factors for colon cancer; 
screening for colon, prostate, and breast cancer; cardiovascular 
epidemiologv-, implementation of preventive cardiology in primarv' 
care; cerebrovascular disease (stroke); community- health services 
targeted to the Latino communitv'; AIDS in women and children. 


Epidemiology is an integral part of human ecology. It is concerned 
with studying the distribution of health in populations. The 
discipline of epidemiology has a conceptual theory, a specific 
methodolog)', and a body of substantive knowledge. An academic 
background in health, the biological or social sciences, or in 
mathematics and statistics is desirable for candidates wishing to 
enter this field. 

Master of PubUc Health (M.P.H.) 

This concentration emphasizes the basic epidemiologic concepts 
and skills essential for research, program planning, and evaluation. 
These include (a) a ccjnception of health and disease as deter- 
mined by the interactions of biological, environmental, and social 
variables; (b) the design of epidemiologic studies, including field 
surveys, and the collection, analysis, and interpretation of large 
amounts of data; and (c) an understanding of the epidemiologic 
principles and methrxis that .serve as the foundation for rational 
strategies of public health intervention. The program aims to 
prepare students for careers in public health with a focus on 
research and community diagnosis, public health action, and 
program evaluation. 

Courses in epidemiology cover methodological, biomedical, anti 
sociomedical areas. The selection of specific courses depends on 
each student's background and major area.s of interest. In addition 
to a general orientation to the principles of epidemiology and the 
design and application of epidemiologic studies, students may 
ffxrus on epidemiologic approaches to one of several special areas 
f;f public health concern, such as chronic di.seases, child health and 
development, psychiatric problems, and evaluation of programs 
and .services. Other courses ffKus on methfxls in epidemiology, 
including study design, measurement, and statistical Lssues. 

A master's essay, usually undertaken in ctjnjunctlon with the 
praaical experience, is required for the concentration. Students 
for whom the practical experience has been waived prepare the 
master's essay on a subject agreed upon with the advisor. 

Master of Science (M.S.) 

This program enables students to gain a command of the major 
concepts and techniques of epidemiology, including a grounding 
in biostatistics. The degree is intended for professionals possessing 
another terminal graduate-level degree in a related field. Three 
semesters of pan-time academic work and a master's essay are 

Doctor of Public Health (Dr.P.H.) 

The Doctor of Public Health Degree Program prepares profession- 
als in biomedical and sociomedical fields for advanced careers as 
epidemiologist. This professional degree is suited to candidates 
with primary training in a related field, such as, medicine, nursing, 
dentistry, psychology, sociology, and social work. 

Doctor of Philosophy (Ph.D.) 

The Doctor of Philosophy degree program, sponsored by the 
Graduate School of Arts and Sciences, trains specialists in epidemi- 
ology who are capable of advancing the theory, methods, and 
knowledge of the discipline. This academic and research degree is 
suited to candidates with a bachelor's degree and a background in 
the biomedical, social, or statistical sciences. Further information 
can be obtained from the Division of Epidemiology. 

Special Programs in Epidemiology 

Four special programs are available for predoctoral and postdoc- 
toral training in epidemiology. 


This program provides training for research careers in the epidemi- 
ology of cancer. Trainees acquire both a solid grounding in 
epidemiology and biostatistical methods and a thorough knowl- 
edge of cancer. Some predoctoral and postdoctoral fellowships are 


This program draws faculty members, trainees, and curricula from 
neurology, epidemiology, and other relevant disciplines. Advanced 
predoctoral and postdoctoral training is available. Some postdoc- 
toral fellowships are available. The topics covered in academic 
courses are epidemiology and biostatistics, neurology and ncurosci- 
ence, and neuroepidemiology. Trainees with strong individual 
interests, such as human genetics, neonatology, or, are 
encouraged to select concentrations as faculty strengths permit. 


This program is intended to prepare professionals for careers in 
epidemiologic research having to do with mental disorders. The 
program is sponsored jointly by the Division of Epidemiology and 
the Department of Psychiatry. Candidates may have backgrounds 
in epidemiology and public health, the .social and psychological 
sciences, and psy( hiatry. Candidates may register for a master's or 
a clo( toral degree program in epidemiology, as well as for degree 
programs in related fields. Some predoctoral and postdoctoral 
fellowships are available. 


I'his |)n)gram provides opportunities for learning epidemiologic 
skills penaining to the cardiovascular di.seases at both the predoc- 
toral and postdoctoral levels. After obtaining a strong didactic 
f()iin(i;iiioii in rncthodoiogic and substantive issues from course 


work, the master's degree candidate may elect to work on any of 
several ongoing projects and databases. The doctoral degree 
candidate may wish to examine research questions in any of several 
populations that have been receptive to cardiovascular epidemio- 
logic research. Trainees with interest in survey methodology, 
genetics, nutrition, human behavior, and clinical trials are encour- 
aged to apply. Some predoctoral and postdoctoral fellowships are 

Inquiries regarding fellowships should be addressed to the Divi- 
sion of Epidemiology. 

Course Descriptions 

P6400 Principles of epidemiology I 

3 hours a week. 3 points. 

Satisfies the epidemiology core requirements for the M.P.H. 
degree. Prerequisite: for students who are not M.P.H. candidates, 
the instructor's permission. Prerequisite or corequisite: Public 
Health P6100 and P6104. The concepts, principles, and uses of 
epidemiology. Epidemiologic analysis of the determinants of 
health and disease. Study of particular diseases to illustrate the 
descriptions of their distributions and courses, the analysis of their 
causes, and approaches to prevention and control. In the main, 
teaching is in autonomous small-group seminars. Research paper, 
examination, and student participation. Lectures, seminars, and 

P6427 Medical microbiology in the public health I 

2 hours a week. I point. 

No prior background in medicine or biology is required. Medical 
microbiology principles, terminology, and research methods are 
introduced through lectures, readings, and a field trip, with 
emphasis on the relevance of the material to public health. Topics 
include organism taxonomy/morphology, immunologic principles, 
genetic and viral cancer models, bacterial and viral mutation, and 
laboratory diagnostic methods. Evaluation is by final examination 
and a term paper or class presentation. 

P8400 Principles of epidemiology n 

3 hours a week. 3 points. 

Primarily for students specializing in epidemiology. Prerequisite: 
Public Health P8438. Recommended for students who want to 
acquire a strong grounding in epidemiologic theory'. Although 
many topics are algebraic or statistical, advanced mathematical 
background is not necessary. Students, however, should be com- 
fortable with numbers and abstract thinking. An advanced-level 
epidemiolog)' course with main emphasis on principles ami 
methods of inference. Epidemiologic concepts, such as confound- 
ing, interaction, and misclassification, are discussed, although the 
emphasis is on analytic methods rather than design options. 
Standardization, stratified analysis, and multivariate analysis are 
covered in considerable detail in their conceptual application. 
Weekly readings and exercises, a 1-hour mid-term examination, 
and a three-hour final exam. Shon qui/jces from time to time. .\ 
paper of four to fi\e pages on a methodological issue is optional. 

P8403 Nutritional epidemiology 

2 hours a week. 2 points. 

Prerequisite: Public Health P6400 and the instructor's permission. 
The use of epidemiology- to study the role of nutrition in health and 
disease with an emphasis on methodological and measurement 

issues in dealing with nutrition and diet Information. Topics 
covered include national nutrition survey data (NHAN'ES, HES, 
HIS), selection of data bases for nutrient analysis, dietary' assess- 
ment instruments and methods, anthropometric and biochemical 
assessment of nutritional status, design issues in dietan' studies, 
and the relationship of diet to disease using examples from heart 
disease, cancer, obesity, osteoporosis, and maternal /child health 
literature. Lectures and discussions. A shon class presentation and 
review paper. 

P8405 Genetics in epidemiology 

2 hours a week. 3 points. 

Prerequisite: the instructor's permission. Genetic issues in epide- 
miology and public health, with emphasis on biological and clinical 
aspects of genetics in public health, community-based programs to 
prevent genetic disease, and the investigation and interpretation of 
familial aggregation in complex diseases. Topics include screening 
for genetic disease, monitoring environmental impacts on repro- 
duction and on the genome, twin studies, segregation and linkage 
analysis, and epidemiologic methods for detecting familial aggrega- 
tion. Term paper or the equi\'alent required 

P8406 Epidemiology of communicable diseases 

3 hours a week. 3 points. 

Prerequisite: Public Health P6400 or the instructor's permission. 
Study of the epidemiology of communicable diseases of national 
and worldwide importance. The emphasis is on the methodology 
used in the investigation of these diseases and on evaluation of 
control programs. Through exercises, students have the opportu- 
nity to apply methods to specific health problems. Exercises, 
examination, and paper required. 

P8409 Supervised teaching assistance 

Hours and points to be arranged. 

Prerequisite: the satisfactory completion of the course b>eing 
taught and the instructor's permission. Participation in teaching as 
the need arises, under the direction of the faculty member 

responsible for the course. 

P8410 Reading seminar in psychiatric epidemiology I 

3 hours a week. 3 points 

Prerequisite: the instructor's permission. Reading and di.scussion 
of selected works on the relationship between scKiocultural factors 
and psychiatric disorders. Emphasis is on public attitudes, selec- 
tion factors into treatment, and treatment evaluation. Special 
emphasis is placed on problem formulation. Students leam to 
generate research problems through a careful consideration of 
available literature. Lectures and discussion along with .symposia to 
de\'elop and defend a position on a current controversy in 
psychiatric epidemiology. A short paper (five to fifteen pages) on 
symposia topic and a take-home examination. 

P8411 Reading seminar in psycJiiatric epidemiology n 

3 hours a u'eek. 3 points. 

Prerequisite: the instnjctor's permission. Reading and discussion 
of selected works on relations between sociocultural factors and 
psychiatric disorders in the areas of prevalence, public attitudes, 
clinical diagnosis, etiology, and treatment. 

P8414 Cancer epidemiology 

2 hours a uvek. 3 points 

Prerequisite: Public Health P(y)00. a course on methods in 
epidemiology, and the instructor's permission. Molecular and 
cellularbiology of cancer and basic mechanisms of carcinogenesis. 
Role of chemical, viral, radiation, and genetic factors in human 
cancer. Sources of cancer patient data, with emphasis on acquisi- 


tion and management of data for clinical and epidemiologic 
research. Natural histoo' of cancer with analysis of time trends in 
cancer incidence, monalir\', survi\-al. and geographic distribution. 
Role of emironmental factors (ecological industrial occupational) 
in cancer causation. Fundamental issues in cancer screening and 
applications to public health and medical practice. Lectures and 
discussions .Assigned readings and term paper. 
P8417 Selected problems of measurement in 
epidemiology' I 
3 hours a week 3 points. 

Prerequisite: Public Health P6104. P&iOO. or their equivalents and 
the instruaor's permission. Introduction to measurement theor\' 
and the concepts of reliability' and N'alidit}'. Methods and de\'elop- 
ment of assessing the qualiU' of measurement in epidemiologic 
research. Special emphasis is placed on the consequences of 
measurement error for interpreting causal inferences concerning 
the effea of an exposure on a health outcome. Lecturers, discus- 
sions, homework assignments, and a final examination. 

P8419 Genetic epidemiology in psychiatry 

2 hours a week. 3 points 

Familial aggregation and transmission of psychiatric disorders are 
established empirical findings. The methodolog>- to characterize 
and quantif>' such family clustering is described, as are methods to 
evaluate the environmental and genetic components of family 
clustering. ^XTiile substantive findings are described, the emphasis 
is on methodological issues including study designs, use of 
appropriate controls, and valid inference. Guidelines for the 
evaluation of existing studies and the planning of future studies are 
P942 1 niniral seminar for psychiatric epidemiology 

3 seminar hours a week. 3 points. 

Prerequisite: the instructors permission. For nonclinicians being 
trained in psychiatric epidemiology to familiarize them with the 
major psychiatric clinical entities. Students are familiarized with 
DSM-llI and relevant issues concerning diagnosis. Special clinical 
topics are develop)ed concerning childhood p.sychopathology and 
geriatric psychiatr\'. 

P8422 Perinatal epidemiology 

3 hours a week. 3 points 

Prerequisite; Public Health P6100, P6103, P6400, or their equiva- 
lents and the instructor's permission. A seminar on the events In 
the perinatal period both as outcomes of interest and as influences 
on child development. Emphasis on issues of measurement and 
study design and the weighing <jf epidemiologic evidence. 

PS425 Qaaai-experimentation in epidemiology: design 
and analysis issues 

J h'jur . a 11 i.'C'k J/^o/z/Zs 

Prerequisite: the iastruttor's permission. Principles of nonexperi- 
mental research design. Problems in defining and .sampling from 
study and control groups; the uses and limitations of matching, 
stratification, and the analysis of covariance in nonexperimcntal 
rascarch; the effects of unreliability and invalidity of measures on 
causal assertions made in nonexperimental designs. 

P8426 Assessment of adult psychopathology 

Jhour', a week U'Llnrc. / hoi(r\ .iiln'ii r.cil iiili-n icit'in^. 3 

Prerequisite: the instructor's permission. Introduction to four 
standardized methods of assessing p.sychopathology in adults: the 
Pre.sent State Examination CPSR), the .Schedule for Affective Disor- 
ders and Schizfjphrenia rSAhSi the I'syi hi;itri( l-^pidcmiology 

Research Interview (PERI\ and the Diagnostic Interview Schedule 
(DIS). The strengths and weaknesses of the instruments for use in 
populations suneys are emphasized. The relationship of diagnosis 
obtained using structured inteniews is compared to that obtained 
using the standard clinical inteniew in psychiatn-. Students gain 
literacy in the four instruments and in DSM-III temiinology and 
classification, and have the opportunity to work with one instru- 
ment with a psychiatric patient. 

P8427 Medical microbiology in the public health n 

2 hours a week. 2 points 

P8427 is a continuation of Public Health P6-i27, and includes a 

field trip. Grading is by final examination and a term paper or class 


P8428 Evaluation of health intervention programs 

_' hours a week. 3 points. 

Prerequisite: Public Health P6-1OO and the instructor's permission. 
E\'aluation methods for disease control programs are examined by 
reviewing existing published and unpublished program studies. 
Considerations include selection of anticipated outcomes, measure- 
ment techniques for assessing those outcomes, routine data 
sources for impact evaluation, and methods for drawing valid 
inferences from inconiplete or inaccurate data. Each week's 
lecture, readings, and class discussion involve specific di,sease. 
Focus is generally on data and programs in developing countries, 
but principles and methods are valid for industrialized societies. 
Class exercises and a paper are required. 

P8429 Applications of epidemiology to public health 

2'/j hours a week. 3 points. 

Prerequisite: Public Health P6400, P8406 and the instructor's 
permission. A description of the role of epidemiologic techniques 
used in program and policy development and evaluation at the 
applied level, emphasizing interaction with practicing public health 
personnel of the New York City Health Department and other 
agencies. Techniques discussed address detection of new or 
resurgent problems through routine surveillance, design of pro- 
grams to address issues of public interest, and critical evaluation of 
specific interventions, ongoing program operations, or health 
services delivery. The student learns to detect emerging health 
problems; to use existing data and to develop new data sources to 
quantifj' the extent of the problem; to design interventions to 
reduce the health impact; to establish [irogram priorities ba.sed on 
health and cost criteria; and to evaluate program performance 
based on appropriate parameters. The format is a weekly seminar 
focused on applied epidemiology and coordinated by a practicing 
public health professional. Evaluation is based on class participa- 
tion anil a paper focusing on methodologic issues in program 
design, development, and evaluation. Application to existing local 
situations and realistic approaches are emphasized. 

P8432 Environmental epidemiology 

2 hours a week ,', /iciiiirs. 

Prerequisite: Public llvallh l'(nO() and I'dlOi. A selctted research 
topic in environmental epidemiology is discussed in depth each 
week, along with assigned reatlings. Specific emphasis is given to 
exposure assessment, endpoint definition and measurement, and 
research methodology. Relevance of environmental epidemiology 
to risk a.s.sessment and public policy. Seven brief papers critically 
evaluating research papers from the weekly assignments are 


P8438 Design and conduct of observational 
epidemiologic studies of chronic diseases 

3 hours a week. 3 points. 

Prerequisite: Public Health P6400 or the equivalent, and Public 
Health P6104 or the equivalent. Aim is to provide students with the 
knowledge and skills necessary to design, carry out, and interpret 
observational epidemiologic studies of chronic diseases. Topics 
include epidemiologic concepts, sources of data, prospective 
cohort studies, retrospective cohort studies, case-control studies, 
cross-sectional studies, methods of sampling, estimating sample 
size, questionnaire design, and effects of measurement error. 
Lectures and discussion, with required readings and exercises for 
each session. A short paper on a methodologic topic is required. 
Evaluation is based on the exercises and paper. 

P8440 Epidemiology of cardiovascular diseases 

3 hours a week. 3 points. 

Prerequisite: Public Health P6400 or the equivalent. An overview 
of current epidemiologic knowledge of cardiovascular disease 
(CVD), including coronary heart di,sease, stroke, and hypertension, 
with the aim of providing familiarity with the scope and magnitude 
of the CVD problem, a working knowledge of the major and minor 
risk factors for the various manifestations of CVD, and an apprecia- 
tion for the methodologic problems encountered in cardiovascular 
epidemiologic research. Lectures, presentations by invited speak- 
ers, and student presentations. 

P8445 Using microcomputers in epidemiologic 

3 hours a week. 2 points. 

Prerequisite: the instructor's permission. The skills and experience 
necessary to perform most microcomputer tasks on a research 
project. PC hardware and software evaluation and selection, DOS, 
word processing, database management, and use of the SPSS 
statistical software program (including some simple programming) 
are covered. Each class consists of both a lecture and a "hands-on" 
laboratory period. Interrelationships among software packages 
(e.g., using word processing to write database retrieval or statistical 
analysis programs) are stressed. Students design and execute a 
small "mock" epidemiologic project over the course of the term. 
This involves data collection, database design, data entry, data 
reporting, outloading data from the database for analysis with 
SPSS, reading data into a SPSS file, and analr/lng data with SPSS. 

P8465 Epidemiology of HIV and AIDS 

2'/j hours a week. 3 points. 

A state of the art review of the epidemiology of HIV infection and 
AIDS, with particular emphasis on the development of the epi- 
demic in New York City. Lectures by leading experts in the field will 
focus on the current status of infection in population groups and 
predictive models of future disease development. Additional topics 
include ongoing research on screening, surveillance, preventive 
education and program evaluation. The student will develop the 
ability to evaluate scientific publications and will be prepared to 
participate actively in AIDS education or research at the applied 
level. The student is be expected to demonstrate a thorough 
knowledge of HIV and AIDS by participation in class discussion and 
by examination. 

P9400 Principles of epidemiology m 

3 hours a week -i points 

Prerequisite: PS-jOO and two substantive courses in epidemiology 
and the instructor's permission. Intensive case studies involving 
the application of epidemiologic principles, with special emphasis 
on causal inference and judgments. All students prepare a succinct 

review of the case for each class. The case is placed in context by 
the instructor, is presented by at least two students, and is 

discussed by the class. 

P9419 Master's essay in epidemiology I 

Hours to be arranged 1 point 

A master's essay is required for both the M.P.H. and the M.S. 
degrees with a concentration in epidemiology. The essay may 
represent empirical research, a fresh analysis of existing data, or a 
theoretical treatise. The student first registers for a one-semester, 
1-point course (Master's essay in epidemiology /) to develop a 
proposal in consultation with a faculty' supenisor. This proposal 
will be submitted to the Masters Programs Committee for approval. 
P9420 Master's essay in epidemiology n 
Hours to he arranged 2 points 

Prerequisite: P9419. After the successful completion of P9419 
Master's essay in epidemiology I, students may register for P9420 
Master's essay in epidemiology II to carry out the actual writing of 
the essay under the guidance of the supervisor. The supervisor 
with a coreader will review the master's essay. 
P9442 Selected problems of measurement in 
epidemiology II 
3 hours a week. 3 points. 

Prerequisite: Public Health P8417 or equivalent experience, or the 
instructor's permission. Focus on special problems of measure- 

P9446 Fellow-faculty seminar in psychiatric 
2 hours a week. I point. 

Prerequisite: the instructor's permission. Primarily for fellows in 
the Psychiatric Epidemiolog)' Training Program. Presentation and 
discussion of ongoing faculr>' and fellow research plus guest 
speakers. Designed to provide constructive criticism of research in 
progress and to make fellows aware of current issues in psychiatric 

P9480 Epidemiology colloquium 
I'/j hours eveiy other week One-half point each term 
Primarily for students with a concentration in epidemiology. 
Others welcome. Presentations on completed and ongoing re- 
search by faculu', invited speakers, and postdcKtoral and predoc- 
toral students. Exchanges on study design, data collection, and 
analysis and interpretation. 

P6490, P8490, and P9490 Tutorials in epidemiology 
Hours to be arranged. I to 6 points. 

Prerequisite: the instructor's permission. Tailored to the panicular 
interests and needs of the indiWdual student. May include litera- 
ture review, research projects, field trips, or other special studies 
that enrich the student's program. 

P9493 Topics in epidemiology of neurological 

_" .■ hours a week 3 points 

Prerequisite: the instructor's permission. Epidemiology of selected 
neurological disorders, including stroke, epilepsy, multiple sclero- 
sis, motor neuron disease, mvasihenia gravis, muscular d\"strophy, 
primary brain tumor. Parkinson s\Tidronic. dementia, and presump- 
tive slow \irus di.seases. Paper and examination. 


Degree offered: 


600 West 168th Street. 6th Floor 

Nevv York, NY 10032 

(212) 3054081 

Program Direaor: Bernard Challenor, M.D., M.P.H. 


General Public Health is an interdivisional and interdisciplinary 
concentration under the general administrative direction of the 
Division of Health Policy and Management, Each student's pro- 
gram is planned individually, using all educational resources 
available at the Schcx.)! or in other University units. 

Master of PubUc Health (M.P.H.) 

Seleaion of this general public health sequence within the M.P.H. 
degree program is most suitable for candidates who already have 
professional backgrounds and experience and have clear educa- 
tional goals that require skills and knowledge from two or more of 
the School's divisions. The objective of the program is to develop 
comp)etence In public health practice through broad orientation in 
current public health issues, substantive knowledge about recent 
developments in one or more areas of particular health concern, 
and opportunities for sharpening specific technical skills in admin- 
istrative, clinical, or areas. 

Courses in general public health are .selected in consultation with 
faculty advisors, to meet individual needs. Emphasis might be 
given to a major interdisciplinary area covered in the School's 
curriculum by a series of related courses, such as mental health, 
health education, nutrition, or international health. In addition, 
each student is exjxiaed to develop and demonstrate improved 
skills in some technical area, such as design, program 
evaluation, health planning, or administration, and to .select from 
the Schrxjl curriculum those courses that help meet this f)bjective. 
A praaicum is required but may be waived under certain circum- 

For medical .schfxjl graduates interested in a career as a public 
health officer, the Schtxjl cfxjperates in a New York City Health 
Department to offer a Residency Training Program in Public Health 
and Preventive Medicine that leads to a Master of Public Health 
degree in General Public Health and certification for board 
requirements. Further information can be obtained from (he 
Associate Dean for Academic Affairs. 

Course Descriptions 

P6000 Perspe<:tives in the history and philosophy of 
public health 

2 hours a week. 3 points. 

People, ideas, and institutions in the development of health care in 
various civilizations. Topics include concepts of disease and 
medicine in history; population and poverty; the founding of 
hospitals and asylums; industrialization, cities, and the sanitation 
movement; the rise of scientific medicine; state intervention in 
public health; Social Darwinism, eugenics, and ideology; the birth 
control movement; the emergence of national health care systems; 
technology, environment, and values. 

P6001 Perspectives in the history and philosophy of 
public health in the United States 

2 hours a week. 3 points. 

People, ideas, and institutions in the development of American 
health care. Topics include disease and social philosophy in early 
America; industrialization, medicine, and Jacksonian democracy; 
the sanitation movement, scientific medicine, and Social Darwin- 
ism; race and eugenics; public health in the Progressive era; 
immigration, poverty, and the birth control movement; the stmggle 
for a national health system; the environmental idea; health and 
feminism; the concern for rights; values in biomcdicine. 

P6010 Educational interventions in the health care 

2 hours a week. 2 points. 

The concept of health education in varied settings, such as the 
hospital, community, schcxjl, and family. Role-playing simulation 
exercises introduce particular situations to assist in identifying 
points of educational intervention, and to stimulate discussion of 
educational needs, potentials, and approaches. In-depth study of 
selected educational strategies. 

P6011 Public health law 

2 hours a week. 2 points. 

Prcrc(|uisite: the instructor's permission. Public health officer or 
other |)iiblic health personnel. Lectures, seminars, and reports. An 
exploration of the legal aspects of public health enforcement and 
administration in a manner useful to the public health officer or 
other public health personnel. 


P8013 Health education: training techniques and 

2 hours a week. 3 points. 

Prerequisite: the instructor's permission. Training activities for 
health organization and group development. The term begins by 
faculty members engaging students in training exercises, and 
moves toward students conducting the training. Enables students 
to identify principles underlying training for group and organiza- 
tion development, develop and adapt basic training techniques to 
health education settings, and conduct training exercises and 
utilize effective training approaches. Exercises, group work, lec- 
tures, audiovisual materials. 

P8017 Public health aspects of dentistry (an 
ambulatory care discipline in transition) 

3 hours a week. 3 points. 

Intended for the general health care provider; not limited to 
dentists. An introduction to dental health care within the context of 
an ambulatory-care discipline undergoing major change. Designed 
to broaden students' viewpoints concerning dentistry from that of 
a limited specialized service to an example of an ambulatory care 
discipline influenced by forces affecting the public health in 
general and ambulatory-care in particular. Issues of economics, 
competition, changing patterns of disease, and manpower are 

P8019 Master's essay in general public health 

Hours to be arranged. to 3 points. 

An elective for students in the general public health program, and 
an elective for students in other programs that do not require a 
master's essay. Students select a question, subject, or problem 
area, and under guidance gather and organize the information 
needed to identify and describe the issue clearly, review and 
analyze the collected data, draw conclusions, and prepare a written 
document which reflects substantive knowledge and critical 
thought. Work on the master's essay may span more than one 

P8035 Ethical conflicts in human research 

Hours to be arranged 2 to 3 points. 

The emphasis in the course will be that true ethical dilemmas 
occur when two or more basic principles collide, i.e., the right to 
privacy vs. protection of the public's health. Human subject 
research presents its own set of conflicts. On what basis and in 
what forum should these conflicts be resolved? The course will be 
taught with the focus on the application of basic principles to 
actual research being done or proposed to be done in New York 
City. Current case studies will be used for discussion. Final grade 
will be based on two 4-7 page papers and participation in 
classroom discussion. 

P8045 Joint degree seminar in rliwiral public health 

/'/.. hours per month. 0.5 points. 

Seminar series exploring "Clinical Public Health' — the interaction 
of research, administrative and clinical skills in the care of 
individuals and communities. The seminar will meet on one 
Wednesday evening each month, September through May. The full 
seminar series carries one credit toward the M.P.H. degree. Guest 
speakers who are actively involved in clinical public health will 
discuss areas that are innovative and controversial, and those that 
illustrate the ethical and logistical complexities and opportunities 
that arise when clinical, research and administrative endeavors 
interact. Readings drawn from the current literature. Strongly 
encouraged for all students considering enrollment in the MS(nurs- 
ing)/MPH, MD/MPH and DDS /MPH programs, who should enroll 
in the course for credit. All other Columbia dental, medical and 
graduate nursing students are welcome as auditors. 

P6090, P8090, P9090 Tutorials in general public 

Hours to be arranged I to 6 points. 

Prerequisite: the instructor's permission. Tailored to the panicular 
interests and needs of individual students, the tutorials take many 
forms — literature reviews, research projects, field trips, and other 
special studies or learning experiences. Their objective is to enrich 
the student's program. General public health subject areas for 
tutorials might include dental public health, health education, 
international health, nutrition, drug abuse, and other topical 
concerns not specifically dealt with in formal courses or in 
divisional or other study programs. 

P8093 Tutorial: social medicine 

2 hours a week 2 points 

Prerequisite: the instructor's permission. Public health students 
are invited to participate in the social medicine curriculum offered 
each Tuesday evening to the residents in family medicine and 
primar>' care of Montefiore Medical Center. The tutorial includes a 
series of six-week mini-courses on complementary' and alternative 
therapies, human sexuality, health in Latin America, gay and 
lesbian health issues, the health issues of blacks in the United 
States, advocacN- and organizing, and racism and health. For public 
health students, a written "think piece" is required. 

P6094, P8094 Tutorials in dental health 

Hours to be arranged I to 6 points. 

Individually arranged projects concerning dental care and public 



Degree offered: 


100 Haven Avenue, Tower 3, 29F 
New York, NY 10032 
(212) 781-0600 

John E. Borne Professor of Clinical Psychiatry 
and Program Director 

Barrv J Gurland 

MB .Ch.B , Capetown, 1955 

Professor of Clinical Public Health 

Ruth Bennett, Deputy Director for Educational Programs 
On Psychiatr\>. B.A., Brooklyn, 1955; Ph.D., Columbia, 1962 

Assistant Professor of Clinical Public Health 

Patricia A. Miller 

Calso Occupational Therapy) (in Rehabilitation Medicine). B.S., 
New York, 1962, M.A., Columbia, 1979, M.Ed., 1981 

John A. Toner 

(in Psychiatry). B.A., William Paterson, 1974; M.A., 1975; M.Ed., 
Columbia, 1976; Ed.D., 1980 

Assistant Clinical Professor 

Lynn M. Tcppcr 

falso Dcnul & Oral Surgery). B.S., State University of New York 
rBuffalo), 1967; M.S., Wayne, 1971; M.Ed., Columbia, 1977; 
Ed.D,, 1981 


Eloise H. P. Killeffer, MEd. 
Hila H Richardson, Dr.P.H. 
ShuraSaul, Hd D. 


Quality of life and the .special effects of aging on mental health; 
cros.s cultural differences in aging; epidemiology of psychiatric 
disorders in the elderly; Irjngitudinal studies (jf chronic mental 
illness in the aging; university and state collaborations to recruit 
physicians to work in underservcd areas; transitions in midlife and 
older women, including caregiving; .staff training and treatment 
management; interdisciplinary treatment team collaboration. 


A program in Geriatrics and Gerontology was established in the 
School of Public Health in 1985, in recognition of this country's 
burgeoning elderly population and the implications of this demo- 
graphic shift for the field of long-term care, both institutional and 
community-based. Because health care of the elderly involves all 
health and related professional skills, the Program is interdiscipli- 
nary in both its faculty and student body. The Program's curricu- 
lum stresses all aspects of geriatrics and gerontology. The Program 
welcomes students in all joint degree programs available in the 
School of Public Health. 

The program provides courses in geriatrics and gerontology, 
assessment of older adults, long-term care financing and regula- 
tion, long-term care administration and long-term care program- 
ming. A practicum experience can be arranged at one of many sites 
available to the program. The practicum may also be waived 
depending on the student's prior experience. 

Students in Geriatrics and Gerontology, most of whom already 
have some health professional training, receive a deepened 
understanding of disease and social factors affecting the elderly, 
and expand their skills for addressing policy, regulatory, and 
financing issues. Graduates are prepared to assume leadership 
positions in health care planning, program planning, service 
delivery, and agency administration, as well as to serve as research- 
ers, and educators. 

Master of PubUc Health (M.P.H.) 

The goal of this 45-credit degree program is to familiarize students 
with the skills, research, services and policy i.ssues in the field oi 
aging. Its primary emphasis is on the health, well-being, quality of 
life and quality of care across all .settings in which elderly are 

The program of study offered in Geriatrics and Gerontology is 
designed to upgrade and expand the skills of students by adding to 
core public health training gerontological skills courses and 
courses in management, organizational theory, financing and 
economics, long-term care policy, regulation, and programming. 


The program can be pursued on a full-time or part-time basis. Fall 
admission only. The curriculum requires five core courses (15 
points) and a distribution of 30 points among courses in gerontol- 
ogy, geriatrics, long-term care, and electives, and a one-term 
practicum for those without prior relevant background. 

Special resources of the Program include the Center for Geriatrics 
and Gerontology and Long-Term Care of the Faculty of Medicine 
and the Department of Geriatrics Research of the Psychiatric 
Institute and the New York State Office of Mental Health. These 
settings provide research, educational, and clinical environments 
in which students and faculty can explore critical issues in the field 
of aging. 

Course Descriptions 

P6218 Quality of life in health and aging 

2 hours a week. 3 points. 

This course provides an in-depth study of the relatively uncharted 
scientific field of quality of life in health and aging. The course 
emphasizes a comprehensive and integrated view of the compo- 
nents of quality of life, which are found in the body, mind and 
values; the living and non-living environment; and in life experi- 
ences in space and time. The course is partially supported with 
funds from the Morris W, Stroud Program on Scientific Approaches 
to Quality of Life in Health and Aging at the Columbia University' 
Center for Geriatrics and Gerontology. 

P6230 Overview of geriatrics and gerontology 

2 hours a week. 3 points. 

Jointly sponsored by the School and the Center for Geriatrics and 
Gerontology. Research and practice in geriatrics and gerontology 
are reviewed, including the demography and epidemiolog\' of 
aging as well as biological, social, medical, psychological, and 
psychiatric factors that influence the aging process; the problems 
that develop in aging; and the manner of treating and caring for the 

P6240 Overview of long-term care 

2 hours a week. 3 points. 

This course provides an overview of communit^'-based and institu- 
tional services within the systems of long-term care (LTC), informal 
supports and the role non-profit consumer organizations can play 
in articulating deficits in the systems and advocating for change. 
Emphasis will be placed on Alzheimer's disease as a prototypical 
chronic illness in the aging population. Class format includes 
lectures and discussions by experts in the fields of medicine, 
research, bio-ethics, advocacy, law, social work, nursing and 
non-profit organizations. Site visits will be arranged to communirs'- 
bascd ;ind institutional settings 

P82 19 Master's essay in geriatrics and gerontology 

Hours to he arranged. to 3 points 

The master's es.say is optional for M.P.H. students in the geriatrics 
and gerontology' program. The essay may be a theoretical treatise 
or an empirical analysis of original or existing data. The form and 
content of the essay are flexible but the subject matter must be 
significant and relevant to the field of geriatrics and gerontolog)-. 
The essay is reviewed by two faculty' members, one of whom is 
from the program and pro\ides guidance as the essa\' supenisor. 
Acquired credits can be applied to the 4S-credit requirement for 
the M.P.H. degree. 

P8220 Long-term care management and administration 

2 hours CI week. 3 poi?ils. 

An analysis of the functions and responsibilities of long-term care 
administrators in institutional and community-based programs and 
their relationship to regulator' requirements and service provi- 
sion. Topics covered include leadership styles; introducing innova- 
tive semces to meet a range of needs in home care, the 
community, and institutional settings; ethical concerns; interdisci- 
plinar\' organization of staff; and teamwork. Students make one 
site visit; two or more classes are spent analyzing these experi- 

P8224 Long-term care programming and planning 

2 hours a week. 3 points. 

A systematic review of programs and planning strategies that use 
applied organizational principles to administer, deliver, and evalu- 
ate long-term care ser\'ices in both institutional and community 
settings. Programs analyzed include, but are not limited to, 
medical, dental, nursing, social service, rehabilitation, mental 
health, home health care, and education. Techniques of planning 
and promoting therapeutic environments in the long-term care 
system are discussed. 

P8228 Trends in regulation and financing of long-term 

2 hours a week. 3 points 

An analysis of state and federal regulaton' codes and reimburse- 
ment systems and their influence on the r\'pe and quality of 
community-based and institutional long-term care services avail- 
able to the elderiy. 

P8250 Assessment of intellectual, emotional, and 
physical change in the older adult 

2 hours a week. 3 points. 

Prerequisite: the instructor's permission. Designed to provide a 
systematic review of strategies for the assessment and eventual 
diagnosis of mental, physical, and social problems of older people. 
Instruments for assessment are reviewed and examined with 
special attention given to the underhing principles of these 
instruments in relation to various disorders. Videotapes of inter- 
views with older people are used for developing participants' skills 
in the use of assessment tools. 

P8235 Tutorial: Caregiving and related transitions in 
midlife and older women 

Hours l(j he iirnuiged I to 3 points. 

Prercciuisitc: the instructor's permission. Provides health care 
professionals with information necessar\' to interpret and use 
research findings for purposes of assisting care-givers of the elderly 
in the deliver)' of services. Families, specifically elderly wives and 
middle-aged daughters and daughters-in-law. bear 80 percent of 
the cost of delivering services to the elderly. There is a large and 
growing literature on the impact of caregiving on families and older 
women as well as on suppons and services (including teaching 
techniques and resources) to enable them to earn' out caregiving 
in the niosi (.-rtxient and effective \va\s pos.siblc. 

P6290, P8290, P9290 Tutorials in geriatrics and 

Hours to he arranged I to 6 points. 

Indiviilual projects in geriatrics and gerontologv'. -Arranged with 

faculrv' of the Program. 


HP850O Lnterdisciplmary collaboration in long-term 

car«: a seminar and practicum 

2 hours a u eek. ■ .• day a week of field placement. 3 points. 
Prerequisite: the instructor's permission. Sponsored jointly by the 
Program in Geriatrics and Gerontolog\' and the Programs in 
Occupational Therapy. Helps students de\elop an integrated 
approach to professional problem-sohing. Opportunities to exam- 
ine models of long-term care and to practice skiUs for effective 
interdisciplinary collaboration are provided. Emphasis on applied 
learning and group process. Students of different disciplines are 
paired for field placement. 

HP85 10 Methods of teaching in health care 

2 hours a week. 2 or 3 points. 

Models of curriculum design and learning theories applicable to 
learners with differing backgrounds and levels of preparation, 
Development of specialized learning modules for use in academic 
and, or health care settings along the continuum of care. Opportu- 
nities for practice and evaluation of teaching strategies: the 
case-stud)' method, role plays, audio visual aids, problem-solving. 


Degrees offered: 

M.P.H., Executive M.P.H., M.S., Dr.P.H. 


600 West I68th Street, 6th Floor 
NewYork, NY 10032 
(212) 305-3924 

Professor and Division Head 

Lawrence D. Brown 

B.A., Harvard, 1969; Ph.D., 1973 


Lowell E. Bellin 

B.S., Yale, 1948; M.D., State University of New York 

(Downstate), 1951; M.P.H., Harvard, 1964 

Jane E. Sisk 

B.A., Brown., 1963; M.A., George Washington, 1965; Ph.D., 

McGill, 1976 

Adjunct Professors 

Howard L. Bailit 

D.M.D., Tufts, 1962; M.S., Harvard, 1964; Ph.D., 1967 

Joseph A. Califano 

(in Psychiatry) B.A., Holy Cross, 1952; L.L.B., Harvard, 1955 

Noreen M. Clark 

B.S., Utah, 1965; M.A., Columbia, 1972; Ph.D., 1976 

Mathilde Krim 

(in Pediatrics) B.S., Geneva, 1948; Ph.D., 1953 

Joseph V. Terenzio 

B.A.,Yale, 1939; J. D., Fordham, 1947; M.S., Columbia, 1954 

Professor of CUnical PubUc Health 

Charles K. Francis 

(also Medicine). B.A., Dartmouth, 1961; M.D., Jefferson, 1965 

Clinical Professor of Public Health 

Ronald B. Conners 

B.A., New School, 1973; M.A. 1975; Ph.D. 1980 

Samuel Davis 

B.A., City College of NewYork, 1952, M.S.. Columbia. 1957 

Stephen N. Rosenberg 

A.B., Cornell, 1963; M.D., Alben Einstein, 1967; M.P.H., Harvard, 


Associate Professor 
Bernard Challenor 

B.A., Hunter, 1957; M.D., State University of New York 
(Downstate), 1961; M.P.H., Harvard, 1963 

Adjunct Associate Professors 

Harold Fruchtbaum 

(History and Philosophy of Public Health) B.C.E., New York 

University, 1955; M.S., Rensselaer Pohtechnic Institute, 1956; 

Ph.D. Harvard, 1964 

Lois A. Grau 

B.S.N. , Marquette, 1968; M.S., Wisconsin, 1976; Ph.D., 19'^9 

Lloyd F. Novick 

B.A., Colgate, 1961; M.D., NewYork Universit>', 1965; M.P.H., 

Yale, 1971 

Associate Clinical Professors 

Oliver T. Fein 

(also Medicine) B.A., Swarthmore, 1962; M.D., Case Western 

Reserve, 1967 

Sheila A. Gorman (Deputy Head) 

B.S.N. , Niagara. 1959; M.P.H., Columbia. 1972; M.Phil., 1981; 

Ph.D., 1982 

Louis D. Pizzarello 

(also Ophthalmology) B.A., Colgate, 1971; M P H . Har\-ard. 

1974; M.D., Virginia, 1975 

Assistant Professors 

David A. Albert 

(also Dental & Oral Surger\') B.A., New York University, 1980; 

D.D.S., 1984; M.P.H.. Columbia, 1987 

Janice Blustein 

(also Medicine) B.A.. Johns Hopkins. 19''S; .M..V, Oxford, 1977; 

M.D.Yalc. 1985; Ph.D.. New York Universit\-. 1993 

Sherry A. M. Glied 

(also Economics) 

B.A., Y-ilc. 1982; M.A.. Toronto, 1985; Ph.D., Har^-ard, 1990 

Stephen E. Marshall 

(also Dental & Oral Surgcr>0 B.A.. Case Western, 1982; D.D.S., 

State University of New York (Buffalo). 1986; M.P.H., Columbia, 


Anne C. Gelijns Pannenborg 

(in Surger>). L.L B.. Levdcn. 1980: L.L.M.. 1983; Ph.D.. 

Amsterdam. 1991 


Anne L. Reisinger 

(also PubUc .Affaire). BA.. Rochester, 1988; M.S., 1981; Ph.D., 


Michael S. Sparer 

B_V. Beloit, 1977, J.D.. Rutgers. 1980 

.\diiinct Assistant Professors 

Theodore .\llison 

B.S.. Columbia, 1953: MA., Yale, 1954 

Ra>Tnond R. Arons 

B.S.. Fairleigh Dickinson. 1962; M.P.H., Columbia, 1976; 

Dr.P.H., 1983 

Donald L. Ashkenase 

B S . Brookl\Ti. 1965; -MBA., Wagner, 1974 

John E. Baer 

BA, Oberiin, 1959; M.S., Columbia, 1961; D.P.A., New York 

L'niversirv', 196^ 

TryfonJ. Beazoglou 

BA, Athens, 1963; MA. Chicago, 1972; Ph.D., Nonhwestern, 



BA.. .Nonh Carolina (Greensboro), 1967; M.P.H., Nonh 

Carolina CChapel HiU), 1970; M.P.H., Columbia, 1982 

Annene Choolfaian 

B.S., Bridgepon, 1964; M.P.A, New York Universit>', 1972 

Merle C. Cunningham 

B.A., Rochester, 1967; M.D., 1977; M.P.H., Columbia, 1976 

Aniu Stiles Curran 

BA, Connecticut, 1951; M.D., New York Medical College, 1955; 
.M.P.H., Columbia, 1974 

William E. Gold 

BA, State University of New York (Stony Brook), 1970; M.S.S., 
Hebrew (Israel;, 1972; Ph.D., Minnesota, 1982 

Gail Marie Gordon 

B.S., Minnesota, 1968; M.P.H, Johns Hopkins, 1973; Dr.P.H., 

Columbia, 1979 

Nancy Graham 

B.S., Columbia, 1956; M.A., New York University, 1960; M.P.H., 

Columbia, 1972; Ph.D., 1976 

Elane M. Gutterman 

B.A., Sute University of New York (Albany), 1972; M.S.W., 

Yeshiva, 1974; Ph.D., Columbia, 1983 


B.A„ California (Berkeley), 1958; M.A., 1960; M.P.A., Alaska, 

1978; M.Phil., Columbia, 1981; Ph.D., 1982 

Henry R. Karpe 

B.B.A,, City College of New York, 1952; M.S., Wisconsin, 1972 

John Kasun 

B.S., New York University, 1976; M.A., New School, 1979; Ph.D., 

City University of New York, IWl 

John M, Kuder 

B.A., Drake, 1971; M.A., Arkaasas, 1972; Ph.D., Michigan, 1979 

Jeffrey S. Markowicz 

B.A., Queens, 1972; M.P.H., Columbia, 1980; Dr P II., 1988 

Marcia L. Pinkett-Hellcr 

B.A., Hfjward, 1963; M.P.H., Michigan, 1970 

Arnold E. Rosenblum 

B.A., BrookKn, 194"; J. D., New York University, 1950; M.S., 

Columbia, 196-i 

Eleanore Rothenberg 

BA., Brookl^Ti, 1955; M.P.A., New York University, 1969; Ph.D., 


Barry R. Snow 

B.A., Yeshiva, 1975; M. Phil., City University' of New York, 1980; 

Ph.D., Columbia, 1981 

James R. Tallon, Jr 

B.A., State University of New York (Syracuse), 1963; M.A., 

Boston, 1967 

Michael L. Ziegler 

B.A., State University of New York (Albany), 1972;J.D., State 
University of New York (Buffalo), 1976; M.P.H., Columbia, 1978 

Assistant Professor of Clinical Public Health 

Margaret A. Hamburg 

B.A., Harvard, M.D., 1983 

Assistant Clinical Professors 

Joseph P. Corcoran 

B.S., St. Peter's, 1964; M.B.A., Pace, 1965 

David Lawrence Ginsberg 

B. Arch, Cornell, 1955 

Daniel W. Morrissey 

M.A., Pontifical Faculty of St. Thomas Aquinas, 1958; M.A., 

Aquinas Institute of Theology, 1962 

JamesJ. O'Brien 

B.A., Fordham, 1966; M.A., 1968; Ph.D., 1973 

Michael P. O'Connor 

B.A., St. John's, 1972; M.P.A., City University of New York, 1977; 
M.Ed., Columbia, 1987; Ed.D., 1991 

Richard S. Thomas 

B. Arch., Pratt Institute, 1968 

Richard P. Zucker 

B.E., Cooper Union, 1970; M.P.H., Columbia, 1981 

Senior Lecturers 

Dennis P. Andrulis, Ph.D. 
Melanie C. Dreher, Ph.D. 
Joan M. Leiman, Ph.D. 


Frederick D. Alley, M.S. 
Marc Bassin, Ed.D. 
Barbara Bengcn, M.B.A. 
JohnC. Billings, J. D. 
Jay M. Bolnick, M.P.H. 
Robb K. Burlagc, Ph.D. 
Martin Chcrkasky, M.D. 
Benjamin Chu, M.D. 
Victor G. Demarco, B.S. 
Ronald B. Drcskin, MBA. 
John J. I'armcr, B.A. 
c;harmainc M. I'it/.ig, Dr.P.H. 
Nicholas I'rcudcnbcrg, Dr.P.H. 
Gary Gambuti, M.P.H. 
Katherinc E (iarrctt, MBA, 
Doris Goldberg, M.P.H. 


Margaret M. Griesmer, R.N. 

Margaret T. Grossi, M.D. 

Jordan D. Haller, M.D. 

David Harris, M.D., M.P.H. 

Seth Harrison, M.D. 

Cathy Idema, M.P.H. 

Florence KavaJer, M.D., M.S., M.P.H. 

Edward L. Kleinert, M.P.H. 

Melvin I. Krasner, Ph.D. 

Stuart M. Lane, Ph.D., M.S. 

David E. Leach III, J.D. 

Arthur A. Levin, M.P.H. 

Jacob J. Lindenthal, Dr.P.H. 

Regina Loewenstein, M.A. 

Daniel R. Longo, Sc.D. 

RobinA.Maley, M.P.H. 

Robert Markowitz, M.S. 

Glenna R. Michaels, B.A. 

Anthony C. Mustalish, M.D. 

Donna O'Hare, M.D. 

Ernestine S. Pantel, Dr.P.H. 

James M. Pierce, M.P.H. 

Peter M. Raith, M.A. 

Annette Ramirez De Arellano, Dr.P.H. 

MarjorieA. Rock, Dr.P.H. 

Peter Rogatz, M.D., M.P.H. 

Alan H. Rosenblut, M.B.A. 

Patricia A. Soto, M.B.A. 

Alvin Strelnick, M.D. 

John W. Wohltman, Jr., M.A. 

Elaine M. Wolfson, Ph.D. 


Ilise A. Zimmerman, M.P.H. 


Lin H. Mo, M.P.H. 
Joseph B. Stamm, M.P.A. 
IlonaW. Surick, M.D., M.P.H. 


Health care reform and related political issues; the uninsured; 
competition and regulation; comparative health systems of Great 
Britain, Canada, China and Cuba; public health practice; state and 
local efforts to deal with health care crisis; the role of managed care 
in reform; health care cost containment, including utilization 
review, managed care, and second surgical opinions; improving 
quality of health care, including total quality management and 
methods of asse.ssment; women's health policy and research; 
issues in women's health, particularly occupational health and 
gender bias in research; AIDS public policy, testing and forecast- 
ing; health care costs and financing; substance abuse polit7 issues; 
issues in Medicare and Medicaid programs, collective bargaining in 
health care; human resources planning and forecasting, including 
shortages of health care providers; the economics of medical 
technology; national and international as.sessment of health care 
technology; national and international comparisons of payment 
and use of preventive services. 


Health Policy and Management encompasses studies in the formu- 
lation and implementation of health care polic>' and the planning 
and management of the increasingly diverse range of institutions 
that provide health care. The growih of the health services sector 
demands a better understanding of the production and distribu- 
tion of care and of how to gauge its effectiveness in relation to 
costs. Just as policymakers should be trained to examine the 
feasibility of their goals in the light of managers' capacities and 
constraints, .so too managers should be equipped to understand 
the policy projects that increasingly define the environment in 
which they work. The Division's programs provide students with 
analytical skills and methodological tools useful to polioTnakers 
and managers in the public, voluntary, and private sectors. Faculty 
members represent several disciplines in the health professions 
and in business, the social sciences, and law. 

The regular full-time program can be completed in one calendar 
year only if students enter in the Fall semester and follow the 
appropriate course sequence. 

Master of PubUc Health (M.P.H.) 

The program in Health Policy and Management seeks to give 
students the analytical and practical skills they need to discharge 
effectively policymaking and managerial roles in a broad range of 
health care institutions. The Division gives special attention to the 
student's capacities for assessing and addressing the health needs 
of the community. 

In the full-time program in this concentration students take four 
required courses and at least one elective course in each of three 
areas. Students focusing on management take accounting and 
budgeting, financial management, health economics, and organiza- 
tion theors'. PolicN' students substitute Advanced Health Economics 
and Applied Regression for the finance sequence described above. 
The elective areas are evaluation and anahiic methods, 
policy and planning, and law and philosophy. In addition, students 
may focus on a particular area of health polic\' and management by 
taking elective courses in the School of Public Health and other 
schools of the University. 

It is strongly recommended that students who do not have 
previous administrative experience in health institutions take a 
nine-to-rwelve-month paid policy or administrative residencv' upon 
completing the courscwork portion of the M.P.H. program. The 
residency program fulfills the practicum requirement. Residencies 
are a\'ailable in hospitals, long-term care facilities, public agencies, 
and other health related settings. Working under the direct 
supervision of experienced professionals, residents have the 
opportunity to integrate and apply knowledge gained in the 
classroom and to obtain the practical skills nece.s.san- for senior 
management positions. 

For students interested in specializing in a particular area of health 
policy and management the Division offers the opportunity for 
specific concentrations such as the economics of health care. 

Executive M.P.H. 

The Executive M.P.H. Program in Health Services Management is a 
two-year course of study designed for the student with a full-time 
job. Executive students enter each September and attend classes 
one long weekend each month as an integrated group VITien 


classes are not in session students may communicate with each 
other, the program coordinator, and faculty', using a computerized 
bulletin board. 

The 45 credit curriculum includes 16 required courses divided 
among 12 credits in a public health core, 18 credits in the health 
policy and management core, and 15 credits of advanced manage- 
ment courses. 

Master of Science and Doctor of Medicine/Dentistry 

This new program is designed for medical and dental students who 
wish to acquire the skill and discipline needed to direct and 
manage the health care system of the twenr\-first century and are 
willing to lengthen their medical or dental education by one year. 
The dual degree program leading to the Master of Science in 
Health Polic>- and .Management has a 60 credit curriculum that 
includes 12 credits in a public health core, 15 credits in a health 
fwlicv' and management core, 9 credits of electives and 9 credits of 
advanced standing for medical dental coursework. Electives will 
include two courses and a three month practicum integrated with 
clinical rotations. Practicums will be set up under the guidance of a 
physician or dental-administrator preceptor on an individual basis 
depending on student interests and professional goals and 

Doctor of Public Health (Dr.P.H.) 

The purpose of this program is to provide advanced study in such 
fields as health policv'; institutional management (including general 
hospitals, alternative delivery and managed care systems, ambula- 
tory care centers, and more); the financing, organization, and 
delivery of health services; the history and philosophy of public 
health; and health sciences research more broadly, as these bear 
on the central policy and management foci of the Division. The 
course of study is designed for persons who hold the M.P.H. 
degree or the equivalent, have backgrounds In health-related 
fields, and have demonstrated a capacity for original work and/or 
its implementation prior to applying to the Dr.P.H. Program. 

Course Descriptions 

P6503 Introduction to health economics 

3 hours a week. 3 points. 

Prerequisite: a basic economics course. The devclopiiicin (if 
economic analysis and its application lo topics in the field of health 
and medical care, structured to provide an understanding of basic 
economic concepts and tfxjis being used to shape, evaluate, and 
regulate the varied components of the health field, offering an 
analytical approach to problem-solving with broad applk ririon to 
areas of sfxrial concern 

P6$08 Health policy and the political system 

3 hours a week ' ijrtinl\ 

Analysis oi the role of major Jn.slilulioii.s — the central government, 
the federal system, the private .sector, interest group.s — in formulat- 
ing and implementing health policy In the United States. Di.scus- 
sion of underlying normative issues and cross-national perspec- 
tives. Lectures and di.scu.ssion. Examination required, paper 

P6513 Hospital organization and management 

.-1 hours a iieek. 3 points. 

Administrative elements of hospital functions, including back- 
ground and theoretical concepts, and opportunities for examina- 
tion and open discussion of the issues and problems of hospital 
management. The approach is from the general to the particular, 
to provide students with a workable overall knowledge of hospital 
organization as well as more particular insight into certain typical 
and key departments. 

P6$ 14 Legal aspects of hospital administration 

_' hours a week. 3 points. 

Responsibilities entailed in admission of patients; negligence 
liabilitv' for acts by nurses, doctors, students, and employees; 
medical malpractice; unauthorized operations; loss of valuable 
personal propertv' of patients; licensure. 

P6$1$ Politics of health administration and planning 

3 hours a week. 3 points. 

The political and policy aspects of health care deliveiy in the 
United States. Lectures, readings, and case studies illustrating 
representative issues, and case-study discussions. 

P6517 Legal aspects of health services administration 

2 hours a week. 2 points. 

Prerequisite: the instmctor's permission. Legal responsibilities and 
liabilities in relation to consumers and providers of health services. 
Topics include licensure, malpractice, negligence, and death. 

P6518 Health care facilities planning 

3 hours a week. 3 points. 

Concepts, terminology, cost factors, design techniques, regulatory 
standards, budgeting, sources of capital financing associated with 
long-range planning, programming, designing, financing, and build- 
ing of health facilities. 

P6520 Perspectives in ambulatory care 
3 hours a iveek. 3 points. 

An overview of organized ambulatoiy-care programs in the United 
States, provides a framework for comparing ambulatory-care 
programs and gives an overview of policy, planning, and administra- 
tive issues in ambulatory care. Scmin;i[' format, 

P6525 Government regulation of health care 

2 hours a week. 2 points. 

Prerequisite: the instructor's permission. Government regulation 
of health care delivery organizations. Major foci on reimbursement 
and licensure regulations. Emphasis on a legal analysis of the 
present state and visible trends of these types of regulations as they 
interact with short-term general hospitals. 

P6527 Health needs assessment 

2 hours a week. 3 1'oints 

i'rcrct|ulsite: the instructor's permission. Readings, discussions, 

and projects on determining health care needs and health care 

(lcrn;ui(l ;is ;i for [program planning :incl evaluation. 

P6$29 Accounting and budgeting for health 

■; /)o///s (I ii'i-ck. 3 points. 

I'iiKiiii i:il .si;itciiicnts enable us to evaluate the performance of an 
cnit-rprisc, analyze its cash flow, and assess its financial position. 
IJudgets, based on forecasts, take the forin of projected financial 
statements and serve as an important managerial tool for planning 
and control The course will examine the generally 
acceiJted accounting principles (GAAP) underlying the statements, 
and their implementation in practice. It will also note the limita- 
tions of fir]:in( i;il reports, ;ui(l ihcir c-volulion in response to 

changing business conditions. Special attention will be paid to the 
special, and occasionally different use and implementation of 
GAAP by not-for-profit organizations in general and providers of 
health care services in particular. Mid-term and final examinations. 

P6530 Issues and approaches in health policy and 

3 hours a week. 3 points. 

Satisfies the core requirements for health policy and management. 
Lectures and readings on administrative problems and interven- 
tions that affect, and are affected by, all public health practitioners, 
as they seek to improve health-care delivery, health care, and the 
health status of populations. 

P6532 Personnel administration and labor relations 

3 hours a week. 3 points. 

Prerequisite: the instructor's permission. Recruiting, retaining, and 
motivating employees; performance appraisal; legislation and 
current behavioral science methodology. Unionization of health 
personnel in all areas and the effect on health facilities, manage- 
ment, rights, grievances, policies, and practices. 

P6536 Strategic planning in health care institutions 

3 hours a iveek. 3 points. 

Objective is to explore both the process and the product of the 
strategic planning of health care institutions, including the organi- 
zation of the planning process, its staffing, the of consultants, 
community participation, and the regulator)' response. Elements 
are devoted to the development of a planning database, goals, 
master facilities program and plan, cenificate of need, and project 
implementation. Exploration of the institutional decision-making, value analysis, demographic communir>' need, institu- 
tional marketing, and capital fimding, including case studies as well 
as presentations by specialty consultants and institutional represen- 

P6538 Current issues in mental health planning and 

2 hours a week. 3 points. 

Designed to increase the student's knowledge and understanding 

of contemporarvatlministrative. polic\', and planning issues, 

P6$40 Dynamics of health planning administration 

3 hours a week. 3 points. 

Primarily for students whose area of concentration is health 
planning. Prerequisite: the instructor's permission. Intrcxiuctory 
course. Translation of health planning theory' and legislation into 
techniques of health planning in use today in health planning 
agencies. Readings, lectures, and group discussions. 

P6$44 Health care financial management I 

_' hours (I iicek 3 points 

Prerequisite: basic accounting or an understanding of the topics 
covered in an accounting course. The study of the principles of 
finance and their application to typical problems in health care 
institutions. Topics include valuation and its application to lexsing, 
debt services, capital asset pricing and k)ng-term financial plan- 
ning, and reimbursement maximization. Students can expect to 
attain a familiarit>' with (\) ev-aluation and resource allocation 
aspects of financial management; (2) specific anaKtic methods 
commonly u.sed in financial analysis; and (3) computer models that 
fiicilitate analysis 

P6$54 Community assessment and analysis in public 

.-; hours a week. 3 points. 

Prerequisite: the instructor's permission. Designed for clinicians 
and administrators. Analysis of health problems and solutions as 
they occur at the community level. Using assessment techniques, 
environmental and population characteristics are examined from 
geographical, sociocultural, political, and economic perspectives 


to income effecm-eness of health care deliver\'. Lecture-seminar 

P6560 Organizatioii theory and health services 

2 hours a week- 3 points. 

An introduction to the classical and contemporarv' concepts of 
organization and management theon'. Theoretical and empirical 
aspects of organizational design, fijnaion, and beha\1or. as well as 
the b)eha\ior of persons who work in organizations. De\'elops 
anal\Tical skills to enable students to apply theoretical concepts to 
real-life managerial problems. 

P6$65 Health, poverty, and the low income consumer 

2 hours a week. 2 points. 

An examination of current interrelations between health, indi- 
vidual disease states, and poverty- in urban and rural areas in the 
United States. Special emphasis on hunger, malnutrition, narcotic 
addiaion, organization of health care, and interrelations of health 
and legal services in underprivileged communities. Consideration 
of the fxjlitics and epidemiologv- of international famine. Lectures, 
seminars, and student repons. 

P8500 Health care delivery systems: safety and efficacy 
of medical technologies 

3 hours a week 2 points. 

Prerequisite: completion of M.P.H. core courses and the instructor's 
permission. A conceptual framework for medical technology assess- 
ment is presented, technologies needing assessment are identi- 
fied, and tyjjes of information needed and mechanisms for testing 
are reviewed, including health, economic, and social effects. Case 
studies of safety and efficacy are presented and evaluated, as well 
as current aaivities in this field by both the public and private 
seCTors. Shoncomings of the present system, as well as policy 
alternatives, are reviewed. Several sessions are devoted to the 
.safety and efficacy of prescription and non-prescription drugs in 
the context of the United States and world pharmaceutical scenes; 
the costs and financing of drug-related services are reviewed in 
detail Seminar format 

P8501 Comparative health systems 

3 hours a week. 3 points 

Prerequisite: Public Health P6530 and instructor's permission. 
In-depth discussion of the health care systems of several countries, 
both developed and developing, including: the United States, 
Canada, Great Britain, China, Cuba, Sweden, U.S.S.R., and South 
Africa, as examples. Consideration is aLso given to health issues of 
international imponance, such as hunger and famine, U.S. and 
western donor health policies and the Third World, and the health 
effects of structural adjustment programs. Seminar and group 
discussion format 

P8502 Research techniques and applications in health 
services administration 

2 hours a week j /jomt', 

Prerequisite: Public Health P6103 or P6104 and the instructor's 
permission. oi survey research methods in health .services, 
including all phases from onceptualization to analysis and implica- 
tioas. Specific project-s are di.scu.s.sed and evaluated. Each student 
v/nrcs ;j rcsraf h pr')pf)sal 

P8504 Case studies In hospital administration 

2 hours a week 2 points 

Prerequisite: Public Health P6513 and the instructor's permi.ssjon. 
Utilization of empirical techniques to analyze and 
develop alternative .solutions to a variety of hospital operations 
problems and to develop problem-.solving skills. 

P8505 Managed care 

.-1 bouts a week. 3 points. 

Prerequisite: Public Health P6530 and the instructor's permission. 
Managed care under current pluralistic systems of health care and 
insurance, the organizational forms managed care may take, and its 
potential as a health care delivery system. Existing prototype 
managed care programs examined. Lectures, seminars, and read- 
ings. Paper required. 

P8506 Colloquium on issues and concepts in 
international health 

2 hours a week. 1 point. 

Strongly recommended: completion of core courses. Objective is 
to enhance awareness of concepts and issues in international 
health in a public health context of cultural, social, political, and 
economic differences. Weekly meetings alternate between speak- 
ers and panels of students reviewing and discussing the topic 
presented the previous week. 

P8508 International perspectives on health care 
reform: lessons to be learned from other countries 

2 hours a week. 3 points 

Prerequisite: Public Health P6530 or the equivalent or the 
instructor's permission. A survey of specific components of other 
industrialized countries' health systems that have relevance to 
health care reform in the U.S. The purpose of the course is to 
examine specific issues such as health care costs, financing, 
reimbursement, organization and quality in terms of how other 
countries address them and to identify' models that might be useful 
in this country. Course will focus on European countries, Canada 
andjapan. Seminar format. Examination required. 

P85 10 Assessment of health care 

2 hours a week. 3 points. 

Prerequisite: Public Health P6530 or the equivalent, the instructor's 
permission. Detailed techniques of health care assessment, appli- 
cable in ambulatoiy, inpatient, dental, medical, nursing, and other 
settings, with emphasis on how to, adapt, and implement 
methodologies for specific situations. Lecture/discussions, Major 
team project required. 

P85 1 1 Health politics and American federalism 

2 hours a week. 3 points. 

Prerequisite: Public Health P6530 or instructor's permission. The 
course is designed to introduce students to the ways in which 
inter-governmental relations influence the politics of health care in 
America. The will analyze the relationship between American 
federalism and health care policy, from the eighteenth century to 
the present and examine several current policy disputes in which 
competing levels of government share and shift burdens. 
participation, in-class examination and a major research paper. 

P851$ Operations research methods in health 

2 hours a week 3 points 

Prerequisite: Public Health P6/03, P6530 and the instructor's 
permission. Quantitative methods in management science and 
operations research, with emphasis on their use in health planning 
ant! administration. Models covered are (|ueuing, linear program' 
ming forecasting, decision trees, and simulation, applied to appoint- 
ment systems, manpower scheduling, facility size, demand rates 
and reimbursement. Techniques are described with advantages 
limitati(jns, and applicable problems. Problem ,sets, examinations 
and several computer a.ssignments in data management and 
dec ision making. 


P8517 Complex health care organization and its 

3 hours a week. 3 points. 

Prerequisite: Public Health P6513, core courses, and the instructor's 
permission. Coordination, at a more advanced level, of the learned 
concepts of the complex health care deliven' organizations and 
their management. Regulation, multi-Institutional arrangements, 
administrative ethics, control, corporate organization, materials 
management, marketing, reimbursement, contract management, 
unions, legal issues, planning. 

P8518 Organization and management of health 
insurance in the United States 

3 hours a week. 3 points. 

Prerequisite: the instructor's permission. Strongly recommended: 
completion of public health core courses. Focus Is on similarities 
and differences between voluntary health insurance (Blue Cross/ 
Blue Shield, HMOs, commercial, including major medical insur- 
ance) and publicly sponsored health insurance (Medicare, Medic- 
aid, other public programs), and their Interrelationship. 
Terminology, concepts, and issues are stressed. Including issues of 
benefit structures, regulation, fiscal Intermediary services, and 
methods of payment to institutions, physicians, and other provid- 
ers. Objective Is to provide an in-depth view of the history, 
organization, and management of health insurance In the United 
States through presentations, readings, and discussions, in the 
context of the political reality of the United States, Its present 
market-oriented philosophy and practice, and the associated 
dilemmas. Seminar format. 

P85 19 Master's essay in health policy and management 

Hours to be arranged. to 3 points 

Students obtain experience In preparing concise, well-docu- 
mented, written presentations on a topic of significance or interest 
in the field of health polic\' and management. 

P8523 Ambulatory-care management 

2 hours a week. 2 or 3 points. 

Prerequisite: Public Health P6520 and the instructor's permission. 
Provides some of the initial skills for managing an ambulator>'-care 
practice. Seminar discussions of problems in planning, organiza- 
tion, design, and evaluation of services, 

P8527 Contemporary dilemmas in health planning, 
policy and management 

2 hours a week. 1 point. 

Course material derived from current health services. Priman,' 

emphasis on New York City. 

P8531 Seminar in health policy and analysis 

2 hours a week. 3 points. 

Prerequisite: Public Health P6503. Develops skills In the analysis of 
public policy toward health care, through readings and seminar 
discussion, critiquing examples from the literature, and through 
Independent research. A major paper, presented to the class. Is 
required. Topics include nursing home regulations, hospital cost 
control, Medicaid reform, regionalization, and other topics deter- 
mined by the class. 

PS$35 Health care financial management 

2'/j hours a week. 3 points. 

Prerequisite: An accounting course and the Instructor's permis- 
sion. Focus on the Issues and complexities of financial manage- 
ment In contemporary' health care settings. Topics Include essen- 
tials of cost accounting; objectives and merits of budgeting, 
fundamentals of working capital; management: reimbursement 

mechanisms and third-party payer systems; financing strategies 
and alternatives; and debt markets. An examination of trends In 
organization design, diversification, and the financial management 

of institutions. 

P8554 Information management 

2'/j hours a week. 3 points 

Prerequisite; the instructor's permission. Focus is on the health 
organization. Analysis of the nature and the uses of Information in 
these settings. Objectives are to develop skills: (1) to define the 
type of information needed and (2) to provide the control of 
information necessary for effective management. Automated sys- 
tems and the range of the application are reviewed. 

P8$39 Health policy and disadvantaged groups 

3 hours a week. 3 points 

This course will explore the past, present, and future of health 
policy (public, voluntary', and private) for a range of groups that are 
at least in part, significantly disadvantaged. The groups to be 
discussed are: the elderly, children, the drug dependent, AIDS 
victims, the hungry, the homeless, the mentally ill, the medically 
uninsured, and the disabled. Ideally, the class will better equip 
students to think and argue about, and to act on, some major 
challenges facing health care polio'makers and managers today 
and In the foreseeable future. Student paniclpation encouraged. 
Mid-term and final exam or paper. 

P8541 Advanced health economics 

3 hours a week. 3 points. 

Prerequisite: Introduction to health economics (P6503) or permis- 
sion of the instructor. The course examines the role of economic 
analysis in effectiveness analysis of medical interventlcins and 
health progratns, reform of Medicare physician payment, and 
proposals for universal health insurance. The course emphasizes 
critical evaluation of economic techniques and policT proposals. 

P8$$4 Health care marketing 

3 hours a week. 3 points. 

Prerequisite: the instructor's permission. Principles and methods 
of health care marketing; consumer-base versus product-base 
planning. Review of major marketing strategies, including media 
and public relations. Analysis of local environment, including 
geographical, sociocultural, political, and economic aspects neces- 
san- for strateg)- design and implementation. Group project to be 
developed in consultation with instructors. 

P8558 Strategic management 

3 hours a week. 3 points. 

Prerequisite: Public Health P6530 or instructor's permission. The 
course has two primary objectives: (I) to Introduce and apply 
analytical frameworks used In formulating and Implementing 
strategies at the general manager, senior executive level, and (2) to 
integrate managerial skills acquired in other courses and through 
personal experience. It will consider questions of Mi.ssion and 
Values and questions of Strateg\' and Operations. It covers both 
strategy' formulation and strateg\- implementation. It emphasizes 
the multiple, complex retiulrements of the leader manager's job: 
analysis, creativity and action. The course will use a combination of 
cases, readings, lectures, discussions and reports. Students are 
expected to take an active role In each session. Written case 
anaKscs. in-class p;inicip.iliiin and individual written assignments. 

P8560 Collective bargaining in health institutions 

J hours a week. 3 points. 

Prerequisite: the instructor's pemiisslon. The process of collective 

bargaining, its characteristics and place In our societ>', and the 


d\Tiamics of labor relations and the environment in which the legal 
structure operates; the evolution and current problems of collec- 
tive bargaining, the reason for these trends and their conse- 
quences on the overall function of labor relations. 

P8565 Total quality management 

3 hours a ueek. 3 points. 

Prerequisite: Public Health P6530 or the instructor's permission. A 
practical introduction to the concepts, methods and techniques of 
Total Qualit>' Management (TQNO — from their origins in Japanese 
industrv' to their current application in U.S. health care organiza- 
tions. The course ^ill include seminars, readings, videotape 
presentations, and guest speakers, as well as individual and team 
projects incorporating the methods and techniques of Quality 
Improvement and TQM. Self and peer evaluations, class participa- 
tion and written assignments. 

P8580 Ambulatory-care information systems 

3 hours a week. 3 points. 

Prerequisite: the instructor's permission. An introduction to the 
efFeaive and efficient use of information systems in the health care 
sector. SN-stems analysis theories, concepts, and techniques peni- 
nent to the health care administrator, are presented. Essential 
elements of design, development and implementation of hospital 
information systems, as well as their potential problems, are also 
discussed. Although the material is technical in nature, the 
objective is not to train systems technicians but rather to instill the 
skills necessar\' to improve the health administrator's ability to 
manage the planning and/or administration of an effective health 
information and decision support system. Instruction consists of 
leaures, class discussions, and case analysis. This eclectic ap- 
proach is supplemented with outside readings and information 
hardware and software experiences using various systems. 

P6590, P8590, P9590 Tutorials in health poUcy and 

Hours to he arranged 1 to 6 points. 

Prerequisite: the instructor's permission. Tailored to the panicular 
interests and needs of individual students. They may take many 
form.s — literature reviews, research projects, field trips, other 
s(x:cial studies, or learning experiences. The objective is to enrich 
the student's program. 

P9500 Doctoral research seminar 

-? hours a week. 3 points. 

Regular opportunity to present and critically discuss past, present, 
and proposed dissertation research relating to the generic inter- 
ests of the division (polic>', planning, administration, evaluation). 
Presentations, from ideas to concepts to designs to collection and 
analysis of data, implications of findings and critical analysis of all 
phases of the study. 

P9$02 Doctoral reading seminar 

2 hours a week. 3 points. 

This seminar is prerequisite to Public Health P9500. Both Public 
Health P9502 (autumn) and P9500 (spring) are required of 
first-year doctoral students. Readings in health administration 
research are selected by the faculty at large and coordinated by one 
or two faculty members in order to expose the students to a broad 
range of subjects. Students are expected to discuss and critically 
analyze theory and method in health administration with guidance 
from relevant faculty members. Intended to serve as arena for 
discussion and inquiry regarding both current and historical issues 
in health administration policy and research. 

P9550 Alternative delivery systems 

2 hours a week. 3 points. 

Examination of the development and effectiveness of nontradi- 
tional organizations for delivering health services. Starting with the 
factors that have led to the growth of these new systems, the 
consideration is given to investor-owned hospital chains, health 
maintenance organizations, preferred provider organizations, sur- 
gicenters, and other ambulatory-care operations, and for-profit 
businesses run by voluntary hospitals. The implications of alterna- 
tive delivery systems to the health of the population, equity in 
access to care, and total expenditures are discussed. 

P9$94 Tutorial: advanced research techniques in 
health policy and man^ement 

3 hours a week. 3 points. 

Prerequisite: Public Health P8502 and the instructor's permission. 
Presentations of advanced research techniques in health polic7 and 
management. Students work in groups or individually on the 
planning and design of a research study, and on the execution of 
every step except actual data collection. Each group or person 
prepares a report on the objectives, detailed plans, and signifi- 
cance of the research. 


Degree offered: 


60 Haven Avenue, B-3 
New York, NY 10032 
(212) 304-5200 

Professor and Division Head 

James McCarthy 

A.B., Holy Cross, 1971; M.P.H,, Indiana, 1976; Ph.D., Princeton, 



Sami A. Hashim 

(Nutrition) B.A., Beirut, 1950; M.S., 1952; M.D., State University 
of New York (Buffalo), 1955 

Adjunct Professors 

Joy G. Dryfoos 

B.A., Antioch, 1951; M.A., Sarah Lawrence, 1966 
Susan G. Philliber 

B.A., Florida, 1965; M.S., 1966; Ph.D. ,1968 

Professors of Clinical Public Health 

Nicholas Cunningham 

(also Pediatrics). B.A., Harvard, 1950; M.D., Johns Hopkins, 

1955; Dr.P.H., 1977 

Stephen L. Isaacs 

B.A., Brown, 1961; J. D., Columbia, 1965 

John A. Ross 

B.A., Ottawa, 1956; M.A., Yale, 1957; Ph.D., 1961 

Giorgio R. Solimano 

(in the Institute of Human Nutrition) B.S., Chile, 1952; M.D., 


Clinical Professors 
Rosemary Barber-Madden 

B.A.,Jersey City State, 1968; M.S., Hunter, 1977; Ed. D., Temple, 


Joan Bertin 

B.A., Smith, 1967; J. D., New York Universit\', 1973 

Catherine Cowell 

B.S., Hampton Institute, 1945; M.S., Connecticut, 19-47; Ph.D., 

New York University, 1983 

Martin E. Gorosh 

B.A., Brooklyn, 1959; M.P.H. .Johns Hopkins, 1969; Dr.P.H., 


Associate Professor 

Andrew R. Davidson 

B.A., Sterling, 1969; M.A., Illinois, 1971; Ph.D., 1974; M.B.A.. 
Harvard, 1989 

Adjunct Associate Professor 

Tomas Frejka 

M.A., Prague, 1959; Ph.D., Czechoslovakia Academy, 1966 

Associate Professors of Clinical Public Health 

Wendy Chavkin 

(in Obstetrics and Gynecology). B.A., Michigan (.\nn Arbor), 
1973; M.D., State University of New York (Stony Brook), 1978; 
M.P.H., Columbia, 1980 

Debra Kalmuss 

B.A., State University of New York (Buffalo), 1973; M.S.W., Bo-n 
Mawr, 1976; M.A., Michigan, 1977; Ph.D., 1980 

Sally A. Lederman 

(in Institute of Human Nutrition). B.S., Brookl\Ti, 1957; M.S., 

Columbia, 1976; M.Phil, 1979; Ph.D., 1980 

Pearila Namerow 

B.A., PennsyK-ania, 1970; M. Phil., Columbia, 19:"-l; Ph D.. 1976 

Virginia A. Rauh 

B.A., Middleburs', 1969; M.S.W. Smith, 1971; Sc.D., Han-ard, 


Associate Clinical Professors 

Bruce Armstrong 

B.A., Marist, 19"'I; M.S.W., New York Univereit)-. 1976; D.S.W., 
Columbia, 1986 

Audrey Titde Cross 

(in the Institute of Human Nutrition). B.S., California 

(Berkeley), 196^; M.P.H., 1969; J. D., California (Hasting), 1978; 

Ph.D., California (Berkeley), 1985 

Sally E. Findley 

B.A., Reed, 1970; M.A., George Washington, 19"^; Ph.D., Brown. 


Judith E. Jones 

B.A., Hunter, 1956; M.S., Columbia. 1983 

William A. Van Wic 

B.A., WcKistcr, 19ol; B.D., Pitt.sburgh Seminan,-. \9m. M.P.H.. 

Nonh Carolina, 1968; Dr.P.H., 19:'4 

Maria J. Wawer 

B.S., New Brun.swick (Fredericton), 1974; M.D.. McMaster. 1977; 

M.H.,Sc., Toronto, 1980 


Assistant Professors 

William S. Blaner 

(in the Institute of Human Nutrition). B.S., Maryland, 1972; 

M.S., Tennessee, 19-5: Ph.D., 19"'9 

David A. Talmage 

(in the Institute of Human Nutrition). B_\., Virginia, 19T"6; Ph.D., 

Minnesota, 1981 

Adjunct Assistant Professors 
Sueli G. Dalian 

B-A.. Sao Paulo (BrazU), 1975, M.P.H., 19:^8; BA., 1980; Dr.P.H., 
1984; J.D., 1988 
Michele G. Shedlin 

B.S.. Columbia, 1968; MA, 1975; M. Phil., Ph.D., 1982 
Amy Pollack 

B.S.. Florida, 19^8. M.D., 1982; M.P.H., >X'ashington, 1991 
Zeil Rosenberg 

B-\.. Stanford, 19^8, M.D., California (San Francisco), 1982; 
M.P.H.. Columbia, 1985 

Assistant Professors of Clinical Public Health 

Linda F. Cushman 

B..V. Montclair. 1977; M.A., New York Universit>', 1982; Ph.D., 


Lynn P. Freedman 

B.A.. YaJe, 1976; J.D., Harvard, 1981; M.P.H., Columbia, 1990 

Donald J. Lauro 

B.A., California (Berkeley), 1966; M.A., 1971; Ph.D., Australian 

National ^Canberra), 1979 

Regina McNamara 

B.A., St. Elizabeth, 1950; M.S.W., Fordham, 1964; M.P.H., 

Columbia, 1978; Dr.P.H., 1985 

Stanley Musgrave 

B.A., Haverford, 1977; M.D,, Rochester, 1981; M.P.H., North 

Carolina CChapel Hill), 1985 

Viaoria M. Ward 

B.S., Miami, 1982; M.A., Tulane, 1985; Ph.D., 1989 

Heather J. Waiter 

CaLsfj Psychiatry;. B.A., Pacific Union, 1971; M.D., I-«ma Linda, 

19''4; .M P H , California rLrjs Angeles;, 1979 

Assistant Ciinicai Professors 
Bill L. Bower 

B.A., Stanford, 1973; M.P.H., Columbia, 1989 
Ismail T. Diene 

M.D , Dakar CAfrica;, 1981; M.P.H,, Columbia, 1987 

Angela J. Kamara 

R.N., Forester Hill College of Nursing CS((>tland;, 1969; C.N.M., 

Withington Maternity Hospital ^England;, 1972 

Linda A. Randolph 

B.S., Howard, 1962; M.D., 1967; M.P.H., California rBerkeley;, 


Mark S. Rapopon 

M D , I^Aton, 1970; M P li . Harvard, 1973 

S. Jaime Rozovski 

B.S., Chile, 1969; M.S., Columbia, 1971; Ph.D., 1977 

Lorraine Tic^zi 

B.S., Hunter, 1970; M.S., 1975 

Associate Research Scientists 

Deborah P. Maine 

BA., Barnard, 19^2; M.P.H., Columbia, 1982 

Eugene M. Weiss 

BA., California (Berkeley), 1963; M.P.H., 1965; Ph.D., Michigan, 



Elizabeth Bemardik, M.P.H. 
Alan B. Bernstein, M,D. 
Dennis Carlson, M.D. 
M. Barbara Cicatelli, MA. 
Rebecca J. Cook, J. D. 
Robert Karp, M.D. 
Morton Lebow, M.A. 
Joyce T. Leung, M.P.H. 
Jill Markowitz, M.P.H. 
Jean Pakter, M.D. 
Lisa R. Schwartz, M.S.P.H. 
Barbara E. Swartz, J.D. 
Joseph R. Vasselli, Ph.D. 


Women's health issues, including AIDS and contraception; Interna- 
tional health issues, particularly maternal and child health; urban 
health care delivery systems; Norplant and female sterilization; 
reproductive rights, women's health and population policy; preg- 
nancy, including biology and physiolog>', fetal growth, maternal 
nutrition; nutrition during pregnancy, infant and toddler periods; 
adolescent male health, particularly reproductive; adolescent preg- 
nancy prevention services; school-base clinics; adolescent childbear- 
ing and its consequences; adoption as a response to adolescent 
pregnancy; consequences of adolescent fertility; educational and 
health consequences of adolescent pregnancy; child abuse preven- 
tion and policy issues; Head Start and other infant and early 
childhood programs; poverty, specifically, the range of issues 
affecting families and young children living in poverty in the United 
States; International policy and laws related to food labeling, safety 
and handling; International community based family planning 
programs; U.S. health law and policy; international health law; 
maternal health and mortality in Asia and Africa, Caribbean, South 
America; maternal mortality |)rograms in developing countries. 


The strength of this Division's academic program is its combina- 
tion of theory and practice. The integration of teaching, research, 
and service activities provides unic|ue learning opportunities for 
students. Through collaborative agreements with federal, state, 
local, international governmental agencies and voluntary organiza- 
tions, the multi-disciplinary faculty and students are actively 
involved in a variety of health promotion and disease prevention 
projects, such as, providing maternal and child health and family 
planning (MCII/FP) ser-vices; carrying out studies on child and 
fainily health, reproductive health, public health nutrition, and 
adolescent fertility; providing technical assistance in the design 
and evaluation of MCll/FP and public health nutrition programs; 
and conducting short-term training for health professionals in the 
United States :in(l in dcvc'lnping count lies. 


The fields of maternal and child health, population, family plan- 
ning, and public health nutrition, although discrete in some 
well-defined ways, have major common relationships and con- 
cerns. They share health objectives, the body of knowledge 
required for study, population groups served, programmatic 
strategies, research technologies, and educational approaches. 
The objectives of the program are to give students a general 
perspective on maternal and child health, population family 
planning and nutrition, to help them define major issues and 
understand the complex nature of solutions to identified prob- 
lems, and to provide them with the skills necessary to play effective 
roles as policymakers, program administrators, and research and 
evaluation officers. 

Master of Public Health (M.P.H.) 

The Division of Population and Family Health (DPFH) aims to 
provide leadership in the search for solutions to the critical public 
health problems confronting disadvantaged families. The Division's 
multidisciplinary training equips students with the capability' of 
developing and implementing policies, programs, and research 
that address these important health problems. 

The Division's academic program is designed to provide public 
health students with the theoretical framework, general concepts, 
and specific skills required in the fields of maternal and child 
health, population, family planning, and public health nutrition. 
The Division offers two tracks within the MPH degree: Population 
and Family Health in Developing Countries, and Maternal and 
Child Health (MCH) in the United States. Requirements for both 
tracks are concentrated in three areas of study: 1) core knowledge 
of public health, 2) substantive issues in student's selected DPFH 
track, and 3) research methods and program evaluation. A Master's 
thesis is not required. Both tracks are designed for professionals 
representing the disciplines of pediatrics, obstetrics, nursing, 
health education, social work, nutrition, law, social sciences, and 
public health administration, as well as for those with more limited 
experience in the field. Subject areas presented in both domestic 
and international contexts include: prenatal, infant, child, and 
family health; women's health and reproductive health; population 
issues, fertility, family planning, and human reproduction; nutri- 
tion status assessment and promotion; MCH/FP service program 
design; health planning; demographic analysis; and fertility survey 
methods. Additional viewpoints, skills, and approaches to popula- 
tion and family health issues are offered through courses in other 
study programs including: epidemiology, biostatistics, environmen- 
tal sciences, health poliq' and management, mental health, socio- 
medical sciences, medical anthropology, and nutrition. 

Graduates of the Division are employed in a variety of federal, 
state, local, and international governmental agencies, nonprofit 
organizations, MCH/FP service programs, and research organiza- 

Students who are focusing on health services management should 
also refer to the description of the Executive M.P.H. weekend 
program with specialization in Maternal and Child Health. See 
Academic Programs: Health Policy and Managemenl. 

Admission is for the Fall Term only. 


International Public Health Internship Program: This program 
provides DPFH students interested in international health and 
development with substantive experience in program planning 
and evaluation, policy and decision making, training, administra- 

Pro/essur Hnicc Arnislrong. Ceiiler for Poputalion and Family llcallh. 
describes a>i adolescent and social support project conducted by the 

tion, management, and research in the field of maternal and child 
health and family planning in Caribbean and Latin American 
countries. Internships are usually of six weeks duration during July 
and August. Inquiries should be addressed to the Division. 

Course Descriptions 

Nutrition M8220 Food and nutrition: a public health 

3 hours a week. ,j poitits. 

Provides an intrcxiuction to the problem of food and nutritional 

diseases in domestic and international .settings from a public health 

perspective and the relationships between the detemiinanLs and 

the program designed to solve these problems. Paper and final 


P6610 Population studies 

,1 hottrs It u cck .1 points 

Prinliies an t'x;iniinalion of the demographic, economic, and 
sociological tieterminants anil con.sequences of population growth, 
fertilitv-. mortality and migration. Attention is given to population 
theoiy and empirical studies of historical and contemporarv' 
populations. After completing the course, students will be familiar 
with existing literature on trends in world population grov\Th and 
will be able to social .science theories to explain the origins and 
consequences of trends. Midterm and final examinations. 


P8€02 Methods of demogzaphic analysis 

3 hours a u eek. 3 points 

Prerequisite: Public Health P6610 or instructor's permission. An 
introduction to the methods of demographic anal\-sis; sources of 
population data, calculation of \ital rates, alternative methods of 
estimating mortalit>- and fertilit>- trends, calculation of life tables, 
estimates of population for health planning needs, and population 
projections. Personal computers will be used to demonstrate the 
methodologies. Midterm and final examination. 

P8605 Public health aspects of reproductive health 


3 hours a ueek. 3 points. 

Presentation of a broad overview of concepts and issues in the field 
of reproductive health care, including pregnane^-, childbinh, infant 
care, family planning, abortion, and sterilization. Past and current 
developments in maternal and child health programs and family 
planning services are tracked, with a description of the organiza- 
tion of agencies, policies, laws, and funding at the federal, state, 
and local levels. Technical information is presented regarding 
human reproduaion, fetal growth, and development and contra- 
ception. Attention is given to the many complex ethical issues 
rising from new technologies (e.g., fetal monitoring), changing 
social conditions (e.g.. adolescent pregnancy), and conflicting defi- 
nitions of morality' (e.g.. in vitro fertilization). Final examination. 

P8612 Women and reproduction: Legal, policy and 
ethical issues 

3 hours a week. 2 points. Quarter course. 

Salient legal issues relating to population and reproduction, both 
international and domestic. Topics include abortion, contracep- 
tion, maternal-fetal rights, national population laws, women in the 
workplace, and reproductive technologies. Seminars, using a 
modified version of the law school case approach and, in some 
cases, lectures Term paper required. 

P8613 Health law: selected issues 

J hours a week. 2 points 

Designed to give students an understanding of .some of the legal 
issues they may face as health professionals. The course will also 
give them a knowledge of legal thinking and enable them to talk 
more intelligently with attorneys when legal problems concerning 
health arise. Each class will examine a single issue. These will vary 
from year to year. The topics chosen for 15*92 were (1) patient 
rights; (2) medical malpraaice; C3) work-related health and safety; 
C4> parents and children; C5) new reprtxJuctive technologies; (6) 
right to die. Term paper required. 

P8614 Management of health care organizations 

3 hours a week. 3 points. on the major management issues in health delivery 
organizations and develops skills in the key functional areas of 
strategic planning, management control systems, marketing, cost 
accounting, and operations management. Explores the strategic 
chfjiccs offered by the changing structure of health delivery and 
the managerial politics needed to execute these choices. Cla.sses 
rely principally on the case method of instruction. Paper and final 

P8615 Adolescence and fertility 

Hours to he arrun^>ed ', point-. 

Shows why adolescent fertility is of c<jnccrn. Prevalence of adoles- 
cent .sexuality and contraceptive, pregnancy, abonion. The 
.service needs of adf jlcscent parents, polity issues, of 
family planning programs serving teenagers, future research needs, 
international issues. Term paper required. 

P8617 Research methodology 

3 hours a week. 3 points 

Provides an oveniew of the research process, including formulat- 
ing a research question, selecting a research design, hypothesis 
testing, the identification of independent and dependent variables, 
sampling, and methods of data collection, analysis and interpreta- 
tion. Students will use SPSS-PC -I- to anah'ze data. Evaluation of 
students is based on assignments, a midterm and a final e.xam. 
P8618 Maternal and child health: administration, 
finance, and policy 
3 hours a week. 3 points. 

Review of traditional and transitional maternal and child health and 
family planning programs; a definition of "program" in terms of 
medical, legislative, financial, political, and communit)' forces; 
concepts and techniques of development and evaluating new 
health care delivery systems, with focus on problem solving within 
context of change. 

P8619 Survey design and methods 
3 hours a week. 2 points. Quarter course. 

Public health professionals often need to design and implement 
research projects which involve primary' data collection in the form 
of surveys. This requires general knowledge regarding the pur- 
poses of, and various designs for, survey research, as well as 
expertise in the practical skills of question writing, instrument 
design, interviewer training, and field management. The purpose 
of this course is to introduce students to components of survey 
research methodolog>', focusing primarily on these practical skills. 
P8622 Community nutrition programs 

2 hours a week. 2 points. 

Seminar on community nutrition problems and programs that 
attempt to ameliorate them, including an analysis of nutrition 
surveys and other factors affecting food .selection in various 
.segments of a community. Programs discussed include 
sponsored by both federal and private agencies. Students learn 
what community nutrition problems prevail, their determinants, 
and how program design impacts on ameliorating such problems. 
Required readings. Student evaluation based on attendance, class 
participation, and a final examination. A brief written evaluation of 
a nutrition program is required. 

P8623 Practical skills in social science research 

3 hours a week. 3 points. 

Prerequisite: Public Health P8617 or the equivalent. Computer- 
based social science research course. Students use SPSS-PC -f- to 
enter data into the computer, edit and clean the data, and 
manipulate the data to form new, recodcd and scaled variables. 
The last component of the course emphasizes data analysis and 
interpretation. Weekly a.ssignments and final examination. 

P8625 Public health interventions in early childhood: a 
developmental approach 

3 hours a week. 3 points. 

Exploration of concepts, issues, and status of research related to 
preventive and therapeutic intervention programs for infants and 
young children. Focus on normal development, methods of 
screening and a.s.scssmcnt, analysis of risk factors, rationale for 
interventions, and critical evaluation of program effects. Seminar 
format with class discussion and invited speakers. Student project 

P8628 Child health: problems and solutions 

3 hours a week. 3 points. 

Provides an overview of child health issues in the United States. 

Included are di.scu.ssions of trends in diild lieallh, populations at 


risk, demographic and social influences affecting child health, and 
a critical look at health services for children. Child health issues are 
presented from the perspective of age and developmental level. In 
addition, addresses selected child health topics, chosen for their 
public health significance. Paper and examination. 

P8637 Qualitative research methods 

3'/2 hours a week. 3 points. 

Provides an introduction to qualitative research methods and 
stresses their application to maternal/child health and family 
planning program design and evaluation. Includes lectures, train- 
ing exercises, and group discussion. Each student is responsible 
for designing a small, focused field research project using qualita- 
tive methods which is implemented during the course and 
reported on during the final session. Readings are to be provided 
for each session. 

P8640 Program evaluation in health and population 

3 hours a week. 3 points. 

Prerequisite: Public Health P8617 or permission of instructor. An 
introduction to process and impact evaluation methods for domes- 
tic and international family planning and other human service 
programs. The focus is on empowering program managers to 
design their own evaluations as well as manage external evalua- 
tions. Lectures and class discussions are designed to guide the 
development of an evaluation proposal for a program of the 
student's choice. Evaluation of students is based on written 
assignments, class discussion, and the proposal. 

P8641 Family planning in developing countries 

3 hours a week. 2 points. Quarter course. 

This course will cover the elements necessary to plan a family 
planning/primary health care program as well as the technical 
issues related to selected interventions in the developing country 
setting. Students will learn the essential steps in developing, 
implementing and evaluating viable and culturally appropriate 
services. Lectures, discussions and student presentations will be 
used. Requirements will consist of outside readings, class panicipa- 
tion and a paper. 

P8643 Maternal and child health in international 
primary health care 

3 hours a week. 3 points. 

Coverage of the maternal and child (MCH) elements in primary 
health care in the Third Worid. The priority health problems of 
mothers and children are identified, primary health care inten'en- 
tions capable of dealing with these problems are reviewed, the 
methods of overcoming the obstacles to providing the services are 
discussed. The objective is to provide an understanding of the 
importance of MCH in primary health care and of the ways of 
meeting MCH needs in the Third World. Classes include slide or 
film presentations by the instructors, short student presentations, 
and group discussions, with the student's performance evaluated 
on the basis of class participation and two class presentations. 

P8650 Nutrition in pregnancy and early lactation 

3 hours II week. 3 points 

Social and biological conditions necessar\' for normal pregnancy 
and fetal growth; nutrient requirements of the mother and fetus 
and how they are determined; effects of over-and undernutrition 

on mother and fetus; epidemiologic factors associated with low 
birth weight; programs and counseling procedures for improving 
it, as well as learning about gaps in this knowledge that currently 
limit the effectiveness of programs to promote maternal-infant 
health. Students are evaluated based on their panicipation in class 
discussions and a mid-term and final examination. 

P8670 Training for international health and family 
planning programs 

6 to 9 hours a week fsummer session). 3 points. 
Provides students with the key principles and concepts needed to 
design, deliver, and evaluate qualir\' training programs for health 
and family planning programs in developing countries. Training is 
presented as a management process and at the end of the course 
students will be able to place training and human resources 
development in the overall context of program management. 
Students will be able to discuss concepts and principles of training 
versus education, principles of adult learning, and competency- 
based training. Students will also be able to apply the major steps 
in the training process: needs and resources assessment, curricu- 
lum design, learning objectives, session or lesson plans, training of 
trainers, team building, participatorv' training methods, manage- 
ment logistics, and follow-up and evaluation. Midterm and term 

P8675 Maternal mortality in developing countries 

3 hours a week. J points. Quarter course 

The purpose of this course is to pro\ide an o\erview of levels, 
trends, and determinants of maternal monality in contemporary 
developing countries, and the implications of these factors for the 
design of interventions to reduce maternal mortalir\'. In addition, 
the course will include discussions of historical trends in maternal 
mortalir\', the roles of various kinds of health workers, and the 
evaluation of intenention programs. Students will be required to 
submit a term paper. 

P6690, P8690, P9690 Tutorials in Population and 
Family Health 

Hours to be arranged on an indii idual basis. 1 to b points 
Tailored to the particular interests and needs of individual stu- 
dents, these tutorials may take many forms — seminar, literature 
reviews, research projects, field trips, and other special studies or 
learning experiences — drawing upon the expertise of faculrs' 
members in these are;is. 

P8695 Tutorial: International Public Health Internship 
Program — IPHI program application and permission 
of instructor required; Population and Family Health 
students only. 

/ to 6 points 

The IPHI Program In developing countries of the Caribbean and 
Latin America pro\ides eligible Population and Family Health 
students interested in international health and development with a 
substantive experience in program planning and evaluation. (X)lic\- 
and decision-making, training, administration, management, and 
research in the field of maternal and child health and family 
planning. Project Repon required. Application deadline: Mid- 
November of proceeding year. Orientation and Training: Third 
week of May. Seven week internship: Second Summer Session. 


Degrees offered collaboratively with Divisions: 
Dual M.S.-M.P.H., Dr.P.H. 

100 Haven Avenue. I1I-4E & 4F 
Nev^- York. NY 10032 
r212) 740-6103 

Teaching Faculty 

Richard J. Deckelbautn, M.D.. CM. 

Professor of Pediatrics and Director 

Institute of Human Nutrition 

Audre>' T. Cross, Ph.D., J.D. 

Associate Clinical Professor of Public Health (in the Institute of 

Human .Mutrition), Masters Program EHrector 

Sally A. Lederman, Ph.D. 

Associate Professor of Clinical Public Health (in the Institute of 

Human .Nutrition;. Doctoral Program Director 

Sharon R. Akabas, Ph.D. 

Adjuna Assistant Professor of Applied Physiology, Teachers 


William S. Blaner, Ph.D. 

Assistant Professor of Public Health (in the Institute of Human 


Isobel Contcnto, Ph.D. 

Professor of Nutrition and Education and Program Chair, 

Program in Nutrition and Education, Teachers College* 

Janet K. Grommct, Ph.D. 

Adjunct AssfKiate Professor and Directcjr Pre-Professional 

Program. Teachers College* 

Joan Dye Gussow, Ed.D. 

Mary Swartz Rcjse Professor of Nutrition and Education, 

Teachers College* 

Lillian Langseth, Dr.P.H. 

Adjunct Assistant jr of Publi( I lealth 

Maudenc L. Nelson, M.S., R.D. 

Senior Staff AssfKjiate (in the Institute of I luman Nutriiitjn; 

Francis Xavicr Pi-Sunycr, M.D. 

Prfjfe.ssor of Medicine, Director f )f the Obesity Resean h Center 

at St. lAjke's-RfKJsevell Medical Center 

•ThcM: faculiy have primary app<)lnimcni."i at Oilumbia IJnivcrsiiy Teachers Oilleoe 
which offer* a "ifxrcdii Mailer of Science decree proKram in Nutrition and I'ublic 
Health, apprwcd hty the Mwxjiaiion of Facilitie-i of Graduate friturjws in Puhli( 
Health Nutrition, For further information about the Teacher's 0)lle((e Prn«ram, lall 
Dr. Contcnto at r212j 67B-3950. 

David Talmage, Ph.D. 

Assistant Professor of Public Health (in the Institute of Human 


Myron Winick, M.D. 

William Professor Emeritus of Nutrition (in Pediatrics) 

Susan Wilt, Dr.P.H. 

Assistant Professor of Clinical Public Health 

A Coordinating committee drawn from the faculty of the Divisions 
in the School of Public Health, the Institute of Human Nutrition, 
and Teachers College, oversees the overall coordination of aca- 
demic and research activities of public health nutrition programs at 
the School. Additional faculty from the School of Public Health and 
the Institute of Human Nutrition with interest in public 
health nutrition serve as research preceptors. 


Modern lifestyles have spawned new threats to health including 
chronic ailments like cancer, heart disease, AIDS, and environmen- 
tal health hazards. This has increased emphasis on the role of 
nutrition and diet in the prevention and treatment of these 

An understanding of the causes of nutritional problems and the 
multiple approaches to address these problems both domestically 
and internationally reciuires an interdisciplinary focus. The Insti- 
tute of Human Nutrition provides a strong curriculum in the 
physiological, biochemical and behavioral aspects of nutrition and 
their application to the health of human populations, while the 
School of Public Health provides students with a strong back- 
ground in epidemiological skills, health service rcseaich, health 
economics, health policy and administration, maternal child health 
problems and services, environmental aspects of nutrition, and 
factors involved with care cjf elders. 

The public health nutrition program integrates curriculum from 
nutrition and public health to provide students with interdiscipli- 
nary training which includes socioeconomic, cultural, ethnic, 
political, and legal factors that influence the nutritional status of 
high-risk population groups such as low-income pregnant women, 
infants and children. Epidemiological and statistical approaches to 
uncover cause-and-effect relationships between diet, exercise, 
lifestyles, and behaviors and incidence of diseases such as cardio- 


vascular disease, hypertension, and various forms of cancer are 
emphasized. Another emphasis is on the design, implementation, 
and evaluation of health service interventions for the prevention, 
screening, and treatment of individual, family, and community 
nutritional problems. 

The Fifth Report to the President and Congress on the Status of 
Health Personnel in the United States confirms the great need for 
nutritionists trained in public health, especially those trained at the 
doctoral level to do work in educational and research institutions 
and in senior positions in nutrition units in health agencies. 

Columbia's training program meets the growing demand for 
nutrition personnel by public and private agencies, including 
programs for handicapped children, the Special Supplemental 
Food program for Women, Infants and Children (WIC), nutrition 
program for older Americans and Head Start program. 

The growing interest of Americans in improving their health 
through exercise and nutrition, stimulated by nutrition informa- 
tion in the mass media, has increased the number of positions in 
settings such as physician offices, fitness centers and worksite 
health promotion programs. Positions for public health nutrition- 
ists also seem to be growing in private health care deliven,' 
organizations as health care expands from hospital based to 
community based systems. 

Master of Science-Master of Public Health 
(M.S.-M.P.H.) Program In Public Health Nutrition 

Beginning in Fall 1993, students may pursue a dual masters degree 
in specified areas of public health and nutrition to receive both the 
Master of Public Health and Master of Science degrees. Combined 
degrees will be offered in the following Public Health disciplines: 
nutritional epidemiolog>'; maternal and child health nutrition; 
environmental nutrition; sociomedical approaches to nutrition, 
nutrition in health policy, nutrition of the elderiy, and biostatistical 
approaches to nutrition. 

Admission to this program depends on independent acceptance by 
the School of Public Health, the Division/Program of academic 
discipline within Public Health (e.g., epidemiology) and the 
Institute of Human Nutrition. See the Bulletin of the Institute for 
information on application to the M.S. Program. Students pursuing 
dual degrees would complete the required courses for the Master 
of Science in Nutrition, the core courses in public health, the 
required courses for the chosen public health discipline, and 
electives. The student woukl prepare a single thesis during the 

second summer of the program. The thesis would focus on issues 
that combine nutrition with the selected public health discipline. A 
total of 75 academic credits are required. 

Doctor of PubUc Health (Dr.P.H.) 

The overall purpose of the Dr.P.H. instruction program is to 
prepare individuals for positions in teaching, research, and leader- 
ship in nutrition programs both in the United States and abroad. 

All applicants must apply directly to the Public Health Division or 
Program in which major studies are to be pursued (Biostatistics, 
Epidemiologv'. Environmental Sciences, Health Policv' and .Manage- 
ment, or Sociomedical Sciences) and secure the endorsement of 
the Institute of Human Nutrition. All applicants must fulfill the 
general requirements that govern all Dr.P.H. candidates as de- 
scribed in the Bulletin under Degree Requirements. 

Students without prior background in nutrition may be required to 
take MS nutrition core courses which may not be counted toward 
doctoral credits. 

Courses offered by Institute of Human Nutrition (for fiill 
descriptions refer to the Bulletin of the Institute available 
from 100 Haven - III-4E & 4F): 

Human Nutrition M8200 Growth and development 
Human Nutrition M8201 Readings in Human Nutrition 
Human Nutrition M8205 Biochemical and Physiological Bases of 

Human Nutrition M8207 Clinical Nutrition 
Human Nutrition M8220 Food and Nutrition: a public health 

Human Nutrition M9205 Doctoral seminar in nutrition and 

related topics 
Human Nutrition M9210 Special studies 
Human Nutrition M9750 Thesis research 
Human Nutrition M6220 An overview of foods in nutrition 
Human Nutrition M6240 Essentials of nutrition counseling 

Courses offered by the School of Public Health: 

Public Health P6315 Environmental nutrition 

Public Health P8403 Nutritional Epidemiolog\- 

Public Health P8622 Community nutrition programs 

Public Health P8650 Nutrition in pregnane)' and early lactation 

Additional courses in nutrition education are offered at Teachers 


Degrees offered: 
M.P.H., Dr.P.H., Ph.D. 


600 \X'est 168th Street, 4th Floor 
New York, NY 10032 
(212) 305-5656 

Professor and Division Head 
Eugene Litwak 

raLso Sociology) B.A., Wayne State, 1948; Ph.D., Columbia, 1958 

Ronald Bayer 

B.A., State University of New York fBinghamton), 1964; M.A., 
Chicago, 1967; Ph.D., 1976 
Denise 8. Kandel 

(in Psychiatry). B.A., Bryn Mawr, 1952; M.A., Columbia, 1953; 
Ph.D., 1960 
Seymour Spilerman 

(Levi Professor of Social Sciences). B.A., Pomona, 1959; M.A., 
Brandei.s, 1961; Ph.D., John Hopkins, 1968 

Clinical Professor 
Joseph Marbach 

B A., Drew, 1965; D.D.S., Pennsylvania, 1960 

Senior Research Scientist 

Ann F. Bruns-wick 

B.A., Hunter, 1946; M.A., Clark, 1947; Ph.D., Columbia, 1976 

A.»soclate Professor 

John I,. Colombotos 

B.A., Columbia, 1949; M.A., 1952; Ph.D., Michigan, 1961 

Associate Professors of Clinical Public Health 

John P AJIegrantc 

B S , State Lnivcrsityrjf Nc-wYork (Cortland), 1974; M.S., llliniM.s, 

1976; Ph.D., 1979 

Mindy FuUilove 

(also P.sychiatry). A B , Bryn Mawr, 1971; M.S., Columbia, 1974; 

M.D., 1978 

Associate Clinical Professor of Social Sciences 
Carol Caton 

(in Psychiatry). B.S., Columbia, 1962; M.S.N., Yale, 1965; Ph.D., 
Michigan, 1961 

Associate Clinical Professor 

Peter A. Messeri 

B.S., Massachusetts Institute of Technology, 1972; M.A., 
Columbia, 1976; Ph.D., 1985 

Research Scientist 

Mata K. Nikias 

D.D.S., Athens, 1953; M.P.H., Columbia, I960; Ph.D., 1976 

Assistant Professors 

David Evans 

(in Pediatrics). B.A., Harvard, 1964; M.A., Northwestern, 1969; 

Ph.D., 1975 

Cheryl Healton 

B.A., New England, 1975; M.P.A, New York, 1978; Dr.P.H., 

Columbia, 1991 

Mary Clare Lennon 

B.A., Fordham, 1970; M.A., Columbia, 1975; Ph.D., 1980; M.S., 


Nancy Van Devanter 

B.S., Boston, 1974; Ed.M., 1976; M.P.H., Harvard, 1985; Dr.P.H., 

Columbia, 1992 

Adjunct Assistant Professors 

Judith Barr 

B.A., Goucher, 1957; Sc.D, Johns Hopkins, 1976 

Margery Braren-Josephson 

M.A., Columbia, 1963; Ph.D., 1971 

Betty W. Levin 

B.A., Barnard, 1969; M.A., Columbia, 1977; M.Phil., 1980; Ph.D., 


Debra Murphy 

B.S., New Mexico, 1975; M.S., Texas Christian, 1981; Ph.D., 1983 

Carole Tracy Orleans 

B.A,, Wellcsley, 1970; Ph.D., Maryland, 1977 

Assistant Professors of Clinical Public Health 

Donald H. Gemson 

B A , ll;iniilton (New York), 1974; M,D., New York Medical 
College, 1978; M.P.H. Columbia, 1985 

Robert E, Fullilovc 

(in P.sychiatry). B.A., Colgate, 1966; M.S., State University of New 
York (, 1972; Ed.D., Columbia, 1984 


Assistant Professor of Clinical Psychology 

Margaret Rosario 

B.A., Princeton, 1975; Ph.D., New York, 1985 

Assistant Clinical Professors 

James A. Lipton 

B.S., City College of New York, 1967; D.D.S., Columbia, 1971; 

Ph.D., 1980 

Elie S. Valencia 

B.A., Columbia, 1980; M.A., State University of New York 

(Binghamton), 1982, J. D., Rutgers, 1989 

Associate Research Scientists 

Angela A. Aidala 

B.A., Miami, 1967; Ph.D., Columbia, 1980 

Laura Lee Dean 

Ed.M., Columbia, 1980; M.A., 1978; B.A., City College of New 
York, 1974 

Stanley Fisher 

B.S., City College of New York, 1949; M.S.W., Columbia, 1955; 
Ph.D., City University of New York, 1977 

Myriam Sudit 

B.A., City University of New York, 1972; M.S., 1974; Ph.D., 

Columbia, 1987 

Carole S. Vance 

(also Anthropology) B.A., Hunter, 1968; Ph.D., Columbia, 1970 

C. Noemi Velez 

B.A., Puerto Rico, 1970; M.A., 1973; M. Phil., Columbia, 1978; 

Ph.D., 1981 

Adjunct Associate Research Scientist 

Dorothy Jones-Jessop 

B.A., New Rochelle, 1963; M.A., New York University, 1972; 

Ph.D., 1979 

Senior Research Associate 

Paul W. Haberman 

B.S., Pennsylvania, 1948; M.B.A., New York University, 1961 

Research Associate 

Athilia Siegmann 

B.S., Queens (New York), 1944; M.A., Columbia, 1947 

Special Lecturer 

Jack Elinson, Ph.D. 


Raymond Fink, Ph.D. 
Kim Hopper, Ph.D. 
Corinne Kirchner, Ph.D. 
Anne M. Lovell, Ph.D. 
Michele L. Ochsner, Ph.D. 
Victoria H. Raveis, Ph.D. 
Jill Rips, M.Phil. 
Lucille Rosenbluth, MP. A. 
Charles Swencionis, Ph.D. 
Daniel R. Vasgird, Ph.D. 


Charlotte Ellis, Ph.D. 
RocheUe Kern, Ph.D., M.P.H. 


The role of family, friends and self-help groups as informal 
caregivers, particularly among the elderly AIDS patients; the 
changing family structure and its impact on children; job and family 
conditions that contribute to women's mental health; qualitative 
research; attitudes of physicians and other health care providers 
about HfV/AlDS and health care reform; AIDS; tuberculosis; ethics 
and public health; pediatric and adolescent .\1DS; testing and 
counseling for AIDS; deliver\' of health care seri'ices for HIV 
infected persons; gay men and AIDS; chronic pain, panicularly 
facial; preventive medicine; physician education in prevention; 
community intervention programs for health promotion; sexualit\' 
and public polio'; cross-cultural health; non-intrusive alternatives 
to biomedical therapy; patient education; self-management of 
chronic illness; mental health and social issues specific to the 
homeless and homeless mentally ill. 


The Division of Sociomedical Sciences brings together a multi- 
disciplinarj' faculty of social scientists and health professionals 
interested in studying the influence of social and cultural factors on 
health and health care deliven'. .\n understanding factors 
is essential in the work of all public health professionals (health 
administrators, health educators, polia' analysts). The Division has 
two programs of study, one research-oriented and the second a 
specialization in Health Promotion and Disease Prevention. In the 
first program, the Division's primarv' academic goal is to train 
students in .social science theon' and research methods, and to that 
end offers three degrees: the Doctor of Philosophy (Ph.D.), the 
Doctor of Public Health (Dr.P.H.), and the Master of Public Health 
(M.P.H. ). Students are trained in the application of .social .science 
research methods (for example, survey research, participant obser- 
vation, historical analysis) and biostatistics and epidemiologv' in 
order to be able to analyze a wide range of community health 
problems. In the second program, a professional .M.P.H. track 
focuses on the clinical, social, and ethical issues of Health Promo- 
tion and Disease Prevention. 

Students in the Division generally have academic backgrounds in 
the social sciences, or professional experience in clinical health 
areas (nursing, social work, medicine, dentistn). Some students 
may be involved in research and desire further graduate and 
post-doctoral training; others, in their roles as practitioners, may 
wish to learn how to measure and evaluate the sociocultural factors 
that influence their work. Areas of research currendy being 
addressed by faculty and students in the Division include preven- 
tive health behavior, the role of .social supports, stress and coping, 
mental health effects of .\IDS, ethical and social polio' i.ssues in 
AIDS, health professionals and .'VIDS. gender and health, drug use 
in adolescents and adults, and health consequences of life style. 
Students are encouraged to participate in ongoing research 

Master of PubUc Health (M.P.H.) 

The Sociomedical Sciences Division is organized around the study 
of social and behavioral factors that affect health and health care. 
As a predoctoral course of study, the master's program in 
sociomedical sciences prepares students to participate as mem- 
bers of research teams, able to contribute to various phases of 
research such as data collection and data anal\-sis. Health research 


training can lead to eniplo\Tnent in universities, go\'emment, 
hospitals, and health planning and health consulting agencies. The 
master's program can also be undenaken as a postdoctoral course 
of study, offering Ph.D. degree recipients in the social sciences 
intensive training in applied research, and offering M.D. degree 
recipients training in research methods and an understanding of 
the social dimensions of communit\- health problems. The Di\ision 
offers two tracks within the Master's program, one research- 
oriented and the other a professional track specializing in Health 
Promotion and Disease Prevention. All students in the Division 
take two of the three divisional core courses in medical sociologv-. 
medical anthropologv\ or health psychologv. Students in the 
traditional research-oriented track are required to take three 
research or methods courses, whereas students in the professional 
M.P.H. program of Health Promotion and Disease Prevention take 
courses in preventive health behavior, preventive medicine and 
public health, and ethical and political controversies in public 
health. In both programs, those students without prior health 
research or health promotion experience gain practical training in 
ongoing research and clinical projects or in internships with local 
health agencies. All students complete a master's essay, which may 
take the form of a funding proposal or a publishable research 

Doctor of Public Health (Dr.P.H.) 

A program leading to the Doctor of Public Health degree may be 
pursued in the Division's current areas of research activity and 
specialization, or in any other area involving study of socio- 
behavioral aspects of health. Training in research methods drawn 
from public health and the social sciences is emphasized. Follow- 
ing completion of course work and comprehensive examinations, 
students complete a dissertation on a problem or issue in the 
health field of interest to them, using social science theories, 

concepts, and methods. Graduates of the program will be pre- 
pared to enter research and teaching positions in health profes- 
sional schools, or to engage in health research in a variety of 
settings including government, hospitals and health care agencies, 
and health planning and con.sulting organizations. 

Doctor of PhUosophy (Ph.D.) 

The Sociomedical Sciences Ph.D. program is interdisciplinaiy, with 
study divided between the School of Public Health and one social 
science department in the Graduate School of Arts and Sciences 
(Anthropologv', Economics, Historv', Philosophy, Political Science, 
Sociologv') or the Department of Social Psychology' in Teachers 
College. The aim of the program is to train researchers and 
teachers to apply social science theory and methods to the study of 
social factors related to health status and health care needs, the 
social systems, and the relation between these systems and the 
populations they are designed to serve. Students who enter the 
program with a bachelor's degree complete a minimum of 60 
points; those with a health or social science master's degree may 
be eligible for advanced standing with a corresponding reduction 
in course requirements. Following course work there may be a 
language or statistics requirement depending upon the social 
science in which the student elects to concentrate. All students 
complete qualifying examinations in their social science area and in 
methods, health behavior, and health care systems. The di,sserta- 
tion topic, a public health problem or issue of interest to the 
student, is addressed using social science theories, concepts, and 
methods. Graduates of the program have typically been employed 
in academic positions either in social science departments or 
health professional schools, or have taken positions such as 
analysts or evaluation researchers in health planning agencies or 
consulting organizations. Further information can be obtained 
from the Division of Sociomedical Sciences. 

Profeisrjr txmald fiemwjn. Sociomeditat Sciences, coriducltnff a clas\ on health promrji/oii cine/ disease prerenlion. 


Course Descriptions 

P6700 Introduction to sodomedical sciences 

2 hours a week J points. 

This course, or an alternate selected from the list approved by the 
Division, satisfies the sociomedical core requirement for the 
M.P.H. degree. A critical review of research illustrating the applica- 
tion of social science concepts and methods to health and health 
care. Issues include the effect of social and psychological factors 
(such as cultural and ethnic influences, social networks, social 
class, personality, and stress) on health and health behavior. 

P672 1 Sexuality, health issues, and public policy 

2 hours a week. 3 points. 

Prerequisite: the instructor's permission. The field of public health 
is frequently called on to address health and policy issues that bear, 
directly or indirectly, on .sexuality and sexual behavior as in the 
case, for example, of birth control and sexually transmitted disease, 
and most recently, AIDS. Developing a public health discourse 
about such issues has not been simple, because the growth of 
public health as a field in the past hundred years paralleled major 
changes in the organization of sexuality, family, and gender in the 
United States and Europe. Analysis of historical and contemporary 
examples of health issues with sexual dimensions in order to 
identify the significant elements in the formulation of health policy 
in this arena. Particular attention is given to the complex interplay 
between empirical data and scientific knowledge, professional and 
governmental definitions of health problems, and the larger 
cultural frameworks used to understand sexuality. Quizzes and a 
term paper. 

P6725 Homelessness: public health and public policy 

2 hours a week. 3 points 

Prerequisite: the instructor's permission. The changing causes and 
manifestations of homelessness in 20th century United States, with 
particular emphasis on the postwar period. The focus is a double 
one: analysis of the available data on homelessness in each period 
is coupled with analysis of contemporary accounts of the problem 
and proposals to remedy it. The enduring distinction between the 
deserving and undeserving poor is examined and the changes in 
the expression of that tradition charted. Historical data, unpub- 
lished accounts, archival material, the classics of "skid row" 
literature, and contemporaiy reports and research papers furnish 
the raw material for discussion. The orienting question for each 
period is: What kind of social problem is homelessness perceived 
to be (if at all) and what is the evidence offered in support of that 
view? Students are offered the choice of archival research or poliq' 
analysis for their projects. Class presentations are made, initial 
drafts criticized and returned, and final drafts submitted for course 

P6726 Social aspects of physical disability and 

2 hours a week. 3 points 

Social aspects of physical disability, approached at three levels: (a) 
individuals with disabling conditions; (h) occupations and organiza- 
tions involved in rehabilitation; and (c) social movements and 
social poliL7 related to the physically handicapped. Emphasis is on 
the latter two. Seminars, with two or three inxltcd s(K'akcrs. .\ 
paper based on a research project (developed in consultation with 
the instructor); reports to the class on work-in-progress at mid- 

P6727 Preventive health behavior 

2 hours a week 3 points 

Coordinated with P6728 and P6729, concepts, issues, status of 
research in health promotion and disease prevention with empha- 
sis on modifying group and indi\idual preventive behavior. Effects 
of life-styles — smoking, drinking, diet and weight control, exercise — 
and preventive health practices — use of seat belts, oral health 
practices, compliance with medication. Topics include Year 2000 
Health Objectives for the Nation, surveys of preventive behavior, 
and the design, implementation and evaluation of health promo- 
tion programs in primar>' care, at the worksite, and in the 
community. Seminar format, with two or three invited speakers. 
Assigned readings, one or two brief written assignments, term 
paper, and class prcsentati(5n are required. 

P6728 Social policy and prevention 

2 hours a week. 3 points. 

Intended to acquaint students with the scientific, social, economic, 
historical, and political influences that have shaped the develop- 
ment of current social policy in prevention. Special emphasis is 
placed on analyzing the demonstrated and potential uses and 
misuses of educational, behavioral, and organizational intervention 
strategies as instruments of national policy in health promotion 
and disease prevention. Topics include a re\iew of the historical 
development, goals, objectives, strategies, and progress of the 
national program in health promotion and disease prevention; the 
science base underlying prevention efforts; the .social and political 
context for prevention; review of selected case studies illustrating 
the application of policy and concepts in prevention to risk 
reduction in various community settings; and ethical issues and 
moral problems of social justice, protection of privao', and social 
control in prevention policy. These topics are examined through a 
combination of lectures, seminar discussions with student presen- 
tations, and guest speakers. A paper presenting an analysis of a 
significant issue in prevention poliq' is required. 

P6729 Preventive medicine and public health 

2 hours a iveek. 3 points. 

An overview of the scientific basis of pre\ entive medicine with an 
emphasis on practical applications in public health. Topics inclutle 
primary and secondary prevention of cardiovascular disease and 
cancer, the role of nutrition in health promotion and disease 
prevention, the report of the U.S. Preventive Senices Tisk Force, 
and less traditional concerns of preventive medicine such as 
injuries, violence, suicide, and substance abuse. Future trends in 
prevention and public health implications are considered. Lec- 
tures, invited speakers, discu.ssion. Assigned readings, written 
assignments, term paper and class presentation 

P6732 Health promotion and disease prevention 
seminar series 

1',- hours. I point. 

Primarily for students in the M.P.H. health promotion track of 
Sociomedical Sciences, although others are welcome. Presenta- 
tions will focus on practices used in the field of health promotion 
and ongoing research in the field. Speakers will include faculty, 
invited guests, and (Xist anti prediKtoral students Seminars are 
co-spon.sored by the Harlem Center for Health Promotion and 
Disease Prevention and the New '\'ork City Department of Health/ 
Columbia School for Public Health Preventive Medicine Residency 
Program. The course will follow a seminar format. The class will 
meet for seven to nine sessions, with a different speaker at each 
session. The speaker will pre.sent for 45 minutes lea\ing 45 
minutes for discussion. Registered students are required to attend 
at least six of the seminars ad to write a critique of three of these. 


AD seminars are open to the entire Columbia L'niversit\' Medical 
Center community". 

P6743 Caregiving in dtronic illness: psychosocial 

2 hours a week. 3 points. 

Review of historical, developmental, and economic changes in 
caretaking. Pro\Tsion of analuic and empirical insights on the 
contemporan- role of formal and informal support providers in 
chronic diseases focussing specifically on AIDS, Alzheimer's and 
cancer. The course \vill examine the psychosocial impact of 
caregi\ing on the caregiver as well as the care recipient. Specific 
emphasis will be given to issues regarding the economic costs of 
informal care and issues of grief and bereavement. Requires 
permission of instructor. 

P6770 Ethical and political controversies in public 
health: risks, burdens, and benefits 

3 hours a week 3 points 

Public health polic>' is always the product of controversy. Most 
typically such conflicts are played out in terms of a clash among 
scientific considerations. But even when not explicit the controver- 
sies entail political tensions and ethical concerns. This course will 
examine the political and ethical dimensions of public health policy 
focusing on issues of justice and liberrv'. Four domains of public 
health will be examined: the prevention of diseases associated v. ith 
personal b)ehavior, protection against occupational hazard, epi- 
demic control, and access to health care. Mid-term examination, 
term pap)er and two shon critiques. 

P6792 Tutorial: adolescent health and health behavior 

Hours to he arranged. 2 points. 

Prerequisite: the instructor's permission. Review of research on 
indicators of adolescent health and on adolescents; use of medical 
services. Students are oriented to interrelationships of various 
health-related behaviors (diet, smoking and substance use, .sexual/ 
reproductive) and their psychosocial determinants in relation to 
adolescent life stage developmental needs. Attention given to 
socioeconomic, ethnic, and cohort variations. Research paper 

P8704 Introduction to medical sociology 

2 hours a week. 3 points. 

Required for ail sociomedlcal sciences students; open to others 
with the instruaor's permLssion. Introduction to selected i.ssucs in 
medical sociology, the application of .sociological concepts and 
methods to the study of health and health care. Topics include 
social faaors in conceptions of health and illness; social factors in 
relation to health, health-related behavior, and the use of health 
care services; and .sfxrial factors in the organization of health care. 
Research paper is required. 

P870$ Seminar in evaluation of health programs 

2'/.- hours a week '> points 

Prerequisite: Public lleullh P6104 or the equivalent, and the 
instructor's permission. Review of the basic principles and meth- 
ods of evaluation in public health. Critical analysis of existing 
evaluation studies. Assigned readings, short homework assign- 
ments and examinalions 

P8706 Gender and mental health 

2 hours a week. 3 points. 

This course examines the relationship between gender and dimen- 
sions of mental health from a sfx iological perspective. (Concepts of 
gender, sex, gender rf)le, and menial health/illness are reviewed 
and examined critically. Psychtjanalytic, biological, and .scKiological 

explanations for the association between gender and forms psycho- 
patholog>' are evaluated, with particular attention given to the 
influence of family and work. Course requirements consist of 
required readings, class presentations, and a research paper. 

P8711 Women and health 

_' hours a week. 3 points. 

Health issues peaaining to historical and contemporary experi- 
ences of women. A review of the conceptualization and measure- 
. ment of health and illness in social science research and a historical 
overview of the significance of gender in receiving and providing 
health care senices in the United States. The epidemiologv' and 
social and cultural correlates of women's health status, as well as 
the influence of gender on health behavior, are addressed. Women 
as health care providers, the medicalization and social transforma- 
tion from natural biological processes to diseases, and the feminist 
social and health movement are included. Instructor lectures, 
guest lectures, and student-led presentations/discussions of as- 
signed readings. 

P8717 Psychosocial stress and illness 

2 hours a week. 3 points. 

Prerequisite: the instructor's permission. Theory and research on 
relations between life events, personality, social situations, and 
onset and remission or exacerbation of various chronic disorders. 

P8718 AIDS and tuberculosis: the policy issues 

_' hours a week. 3 points 

A critical examination of social, psychological, political, and eco- 
nomic factors bearing on AIDS and their implications for public 
health. Specific topics addressed include: a comparison of societal 
responses to AIDS and earlier epidemics; beliefs, attitudes, and 
behavioral changes among gay men, IV drug abusers, and others 
with AIDS; the organization and financing of health care for 
persons with AIDS; the effects on health care workers of caring for 
PWA's (persons with AIDS); an assessment of social, cultural, and 
psychological barriers impinging on public health interventions to 
contain the spread of AIDS; ethical and international issues. AIDS 
and other disease conditions are compared, and similarities and 
differences emphasized. A mid-term examination and a take-home 
examination or term paper arc required. 

P8719 Master's essay in sociomedlcal sciences 

Hours to he (iniingecl. 3 points 

Required for students in the socionietlical sciences pro- 
gram. The essay should involve research based either on data 
collected by the student or on secondary analysis of available data. 
It may develop from a term paper for a course, from a research 
project, or may be a .separate project. The form and content of the 
essay are not rigidly specified, as long as the subject matter is 
appropriate and the quality is high. The essay is reviewed by two 
f:u ully rm-nilxTS, one of whom must be from the Division. 

P8720 The changing roles of health professionals 

2 hours ct week. 3 points 

The .social origins, ideologies, andsocializatiojiolhtMlih profession- 
als; the division of labor; the response of professionals and 
professional a.ssociations to changes in the organization of health 
care; relations between the professions and society, with particular 
emphasis (jn the political role of the health professions In 
promoling ;in(l resisting change Student reports and ;i paper. 

P8724 Drug abuse, alcoholism, and society 

2 hours a week 3 points. 

Seminar in drug abuse as a health and social problem. Historical 

and perspectives; the concept of addiction; patterns 


and trends in drug use and abuse— the epidemiology' of tobacco, 
alcohol, heroin, marijuana, and psychotropic drugs; the anteced- 
ents and consequences of drug use and abuse — psychosocial 
perspectives; drug abuse and crime; the social costs of drug abuse; 
the evaluaticjn of treatment and prevention strategies. Term paper. 

P8726 Tutorial: advanced issues in AIDS research 

Hours to be arranged. 1 to 3 points. 

Prerequisite: the instructor's permission. Current issues and prob- 
lems in AIDS research are examined from the perspectives of both 
the social sciences and the biological sciences. Students are 
expected to examine critically and discuss research journal articles 
in their particular field of study. More than 1 point may be earned 
by satisfactorily completing a written project (for example, a 
research paper or grant proposal) on AIDS by the end of the term. 

P8727 Tutorial: meta-analysis 

Hours to be arranged 2 points. 

Prerequisite: the instructor's permission. Enrollment is limited. 
Introduction to statistical techniques for synthesizing the findings 
from different experimental studies. Assigned readings and weekly 
discussions. Students work on a small project applying meta- 
analysis to synthesize experimental literature on a subject of the 
student's choice. 

P8729 Organizational and community linkages 

2 hours a week. 3 points. 

Development of the optimal principles by which organizations and 
communities link to each other. An examination of some of the key 
issues by which (a) good health practices are communicated to the 
public (e.g., mass media, indigenous workers, voluntary associa- 
tions, etc.), and (b) health services can be optimally delivered to 
various health communities (e.g., ethnic, minorit>', middle-class, 
etc.). One part of the analysis looks at principles of administrati\'e 
structure (e.g., hospitals, nursing homes, HMOs) to sec how they 
affect the nature of linkages. Another part of the analysis is the 
conceptualization of the various barriers to effective health commu- 
nication between organizations and communities. For example, 
what type of linkage is optimal for dealing with clients who either 
lack knowledge about illness, have negative attitudes toward 
doctors, or do not have financial resources to obtain good medical 
care? Organizational material draws on health data but includes 
other areas as well to show the generality of the linkage principles. 
Mid-term and final examinations. 

P8731 Informal social networks 

2 hours a week. 3 points. 

Indications of the unique role that informal networks play in a 
modern industrial societ\' as contrasted to formal organizations. 
Outline the specific roles played by spouses, kin, friends, neigh- 
bors, volunteers, and various other "weak tie " groups. Ideal states 
of each of these groups are explored along with major variations 
and their impact on .social functioning anti health. Mid-term and 
final examinations, 

P8732 Application of linear models of sociomedical 

_" J hours a week. 3 points. 

Prerequisite: the instructor's permission. The mathematical foun- 
dations of correlation, regression, factor analysis, and cluster 
analysis are presented with emphasis on geometric and graphical 
representations. The similarities and differences between correla- 
tion, regression, analysis of variance and covariance. factor analy- 
sis, and cluster analysis are presented, with specific attention to 
how they relate to research hypotheses in sociomedical sciences. 
Focus is on how to decide which of these methods best answers 

specific research hypotheses. Examples using real research ques- 
tions are u.sed. Evaluation is on the basis of homework essays and a 

final examination. 

P8740 Social and economic factors in clinical 

2 hours a ueek 3 points 

A review of different models of clinical decision-making: economic, 
sociological, and psychological. These models are systematically 
compared with each other and with the medical model in terms of 
the factors presumed to influence both the amount and content of 
diagnostic and treatment services (e.g., tests, medical vs. surgical 
treatment, referrals, revisits) and, more generally, clinical practice 
srv'les. Special topics: the influence of different methods of 
physician reimbursement, explicit standards (e.g.. Diagnostic Re- 
lated Groups), legal and ethical i,ssues, organizational settings, 
professional norms, peer and patient pressures, and the diffusion 
and impact of new medical technolog>'. Paper required. 

P8745 Social and economic determinants of health 

2 hours a week. 3 points. 

Prerequisite: Public Health P6700 or P6704. Examination of 
research on disparities in health and illness related to social and 
economic inequality in the United States. Lectures and readings 
review theoretical and empirical research on factors linked to class, 
income, and education differences that have been hypothesized to 
explain the generally poorer health and higher rates of mortality 
among members of lower socioeconomic groups. Topics covered 
include concepts and measurement of health and social stratifica- 
tion, assessment of evidence for proposed links between socioeco- 
nomic position and health through group differences in health 
beliefs, health behaviors, exposure to social stress, occupational 
hazards and employment instability, and access and utilization of 
medical care services. Also reviewed are polio- initiatives aimed at 
narrowing health disparities between different socioeconomic 
groups. Assigned readings, mid-term examination and a take-home 
final examination are recjulred. 

P8750 Health problems of African Americans 

2 hours a week. 3 points. 

Prerequisite: core courses in epidemiology', biostatistics, and 
sociomedical .sciences, and the instructor's permission. Health 
issues pertaining to African Americans as well as other minorit>' 
groups. An examination of concepts of health and illness and a 
review of epidemiological studies of the differential rates of health 
disorders among minorities in comparison with whites. Tlieoreti- 
cal issues and research findings on these differential rates are 
reviewed. Methodological issues pertaining to research findings 
with regard to the association of lower health status with minorit\' 
group memlxjrship are critically examined. An overview is pro- 
vided of present and future I'.S. perspectives with regard to health 
issues among minorities. Instructor lectures, guest lectures, and 
siudenilcd [ircsciiiaiiims iliscussions of a.-^signed readings. 

P87$$ Introduction to medical anthropology 

2 hours a week. 3 points. 

Required for all .sociomedical sciences students; open to others 
with the instructor's permission. Overview of medical anthropol- 
ogv'. the examination of health,, and medicine in the 
context of human culture. Emphasis on cross-cultural data and 
comparative methixl. Topics include ecological influence on health 
and disease; adaptation; subsistence and social structure, medical 
sv^stems and theories; curing, patients, and healers; diagnosis and 
divination, cognition; acculturation and social change. Lecture 
fomiat with critical discu.ssion encouraged. Examination. 


P8760 Medical anthropology: advanced seminar 

J hours a week. 5 points 

Prerequisite: Public Health P8~55 and the instructor's permission. 
Seleaed reading and anal\-sis of recent work in medical anthropol- 
og\', with emphasis on complex society-, the relationship between 
health and illness and the larger cultural context, and the use of 
cjualitative and quantitative methods. Seminar format with discus- 
sion and student reports. Term paper developed through student- 
instruaor consultation. 

P8767 Introduction to health psychology 

2 hours a week 3 points. 

Required for all sociomedical sciences students; open to others 
with the instructor's permission. The first pan of this survey 
invokes lectures and structured discussions on the theoretical and 
empirical links between behavioral, social, and personality' factors, 
and persona] health status. Research focused on health-relevant 
areas such as (sersonal predispositions, life — sr>ie characteristics, 
and treatment compliancer's examined. The second pan focuses 
on the relationships between individual psychological factors and 
specific disorders such as cancer, hean disease, gastrointestinal 
disorders, and mental illness. Students are evaluated on the basis 
of a final examination paper. 

P8770 Tutorial: qualitative and quantitative analysis 

Hours to be arranged. 1-3 points 

Qualitative (case study) and quantitative (descriptive) analysis of 
trajeaories to adult substance abuse — licit and/or illicit. Also for 
study of premature mortality. Data come from the just completed 
fourth wave of the Longitudinal Harlem Health Study, panel 
members now aged 32 to 37. Life history data on drugs, health, 
fertility, sexual experiences, work, etc. available from adolescence 
on. African American sample. Gender differences of interest. 

P8775 Qualitative research methods 

2 hours a week 3 points 

This course will survey methods employed in qualitative research. 
For each of the methods of interest, the course will examine the 
technical problems of data collection, the kinds of data that are 
collected, and the strategies for data analysis. A major emphasis of 
the course will be on understanding the rational for selecting a 
particular method of qualitative research to answer a specific 
research question. The methods to be discussed in the course will 
include: direct observation in field settings, focus groups, indi- 
vidual lifestory interviews, family and group interviews, historical 
analysis, and literary analysis 

P8783 Tutorial: sociomedical aspects of alcohol use 

Hours to he arranged. I to 3 points. 

Prerequisite: the instructor's permission. Objectives are to give 
students awareness and knowledge of aspects of alcohol use and, including cross-cultural patterns t)f drinking and problem 
drinking; definitions of alcoholism; measurement and extent of 
alcfihol-rclatcd problems; medical complications; public and pro- 
fessional attitudes; mfxJels of social control, prevention, and 
treatment of alcoholism, including comparisons to other drugs. 
Assignments are adapted tr; student's research and/or work 

P879I Tutorial: self-help alternatives to biomedical 

llour\ to he arranged I lo 3 points 

Prerequisite; the insiructcjr's permission. Mypntjsis, relaxation, 
biofeedback, meditation, and other nf;nintrusive, behavioral thera- 
pies have been u.sed to control and/or terminate stress-based 

illness and self destructive behaviors, i.e., hypertension and 
cardiovascular disease, surgical pain, headaches, smoking, and 
over-eating. A one-or two-term tutorial with goals of (1) reviewing 
the psychological, sociological, and anthropological aspects of 
these alternative therapies; (2) identifying commonalities and 
differences; (3) developing research strategies for exploring the 
clinical and preventive use of these therapeutic modalities. 

P8795 Social and psychological consequences of 
institutional and community care 

2 hours a week. 3 points. 

Prerequisite: the instructor's permission. Third-pany payers and 
insurance carriers have forced shorter length of hospital stay for 
most illness, requiring that the rehabilitative phase be managed in 
the community setting. Exploration of the effects of this change on 
illness course and outcome (recovery/rehabilitation) and on the 
family and the community at large. In the health professions, the 
changing locus of health care delivery has implications for role 
definitions as well as staffing and organization of services and 
support programs. Seminar format. Term paper required. 

P8796 Tutorial: review of issues and research in the 
sododental field 

Hours to be arranged. 1 to 3 points. 

Prerequisite: the instaictor's permission. Review of content areas 
in research with critical issues selected broadly from the socioden- 
tal field; evaluation of existing knowledge. Topic areas include 
sociodental epidemiology; indicators of psychosocial impact of 
dental conditions; oral health behavior including utilization and 
preventive dental behavior; patient attitudes and compliance; 
dental health education; dental manpower; dental care delivery 
systems. Guided readings and discussions or development of 
research project. In selecting readings, emphasis is on works 
involving empirical data, social psychological factors, or using 
sociomedical research approach. 

P8797 Tutorial: review of issues and research on 
compliance with therapeutic and preventive regimens 

Hours to he arranged. 1 to 3 points. 

Prerequisite: the instructor's permission. Readings and discussion 
of development of research project. Topics include concepts and 
methods in defining and measuring compliance; determinants of 
compliance; strategies for improving compliance. Regimens refer 
to taking of medications, keeping appointments, carrying out 
preventive oral home care practices, dietai^ and other life-style 
changes — smoking, drinking, exercise — recommended for disease 
prevention and health promotion. 

P9704 Tutorial: interdisciplinary work 

Hours to he arranged. 1 to 3 points. 

Prerequisite: the instructor's permission. Readings and discussion 
of various types of interdisciplinary work (collaboration between 
practicing professions, between academic disciplines, and between 
practicing professions and academic disciplines) and the concep- 
tual, organizational, historical, and other .social factors that facili- 
tate and inhibit interdisciplinaiy w(3rk. Hocus on social .science 
research and teaching, with special emphasis on their application 
to health and health care. Students are expected to (1) develop an 
understanding of the nature of interdisciplinary work and the 
factors thai promote and inhibit it; and (2) formulate questions 
and design empirical research studies investigating issues. 
Case studies of interdisciplinary projects, intensive reading, stu- 
dent reports, and research papers. 


P9705 Sociomedical health indicators 

2 hours a week. 3 points. 

Prerequisite: the instructor's permission. Critical examination of 
sociomedical aspects of current and proposed community popula- 
tion health indicators as part of the general movement toward 
social indicators. Student repons and a paper. 

P9715 Tutorial: social stress and mental health 

Hours to be arranged. 1 to 3 points. 

Prerequisite: the instructor's permission. Primarily for students 
interested in acquiring research skills pertaining to the stress and 
coping paradigm. Readings and discussion of conceptualization 
and measurement of psychosocial stressors, mental health out- 
comes, and internal and external mediating factors. Individual or 
small-group reading tutorials or guided independent research. 

P9780 Sociomedical sciences doctoral research seminar 

J hours a week. 3 points 

Required for all sociomedical sciences doctoral students. Seminar 
providing a regular opponunity for critical discussion of doctoral 
dissertation research, from conceptualization through design, data 
collection, data analysis, and implications. 

P6790, P8790, P9790 Tutorials in sociomedical 

Hours lo be arranged. 1 to 3 points 

Prerequisite: the instructor's permission. Primarily for students 
who wish to acquire further knowledge and research skills in areas 
of special interest. Individual or small-group reading tutorials or 
guided independent research. 


One of the School's oldest Divisions, Tropical Medicine was 
established in 1948 to study the large number of parasitic diseases, 
primarily in the developing world, that constitute a significant 
public health problem. This Division's immunologic and molecular 
science research is responsible for helping to better understand 
numerous parasitic diseases. 

This Division links to, and has overlapping interests with, immunol- 
ogy, biochemistry, microbiology, cell biology, and parasitology'. 

Tropical Medicine is not currently accepting candidates for its 
M.P.H. or M.S. degree programs. 

Students rehi.x hcluccii i Li 

iisiJc the I Ir.ilih Sciences Ubrary. 


An application and recommendation forms are provided inside the back cover of this Bulletin. Please complete and return all items 
sfjecified on the Check List shown in the section below on Application Procedures. Early application is encouraged for all programs. 

Programs and Degrees 

Suggested Application Dates 

The School of Public Health offers programs leading, respectively, 
to the following three degrees: 




The admissions information in this section is relevant to these 
degree choices. Information about program concentrations, and 
level of study (master's, doctoral) offered within concentrations, 
can be found in ihe Academic Programs section of this Bulletin. 

The School also cooperates with the Graduate School of Arts and 
Sciences in programs leading to the Doctor of Philosophy (Ph.D.) 
degree. Applications and admissions information for these pro- 
grams can be obtained from the Divisions of Biostatistics, Epidemi- 
ology or Sociomedical Sciences, or directly from the Admissions 
Office of the Columbia University Graduate School of Arts and 
Sciences, New York, NY 10027, (212) 845-4737. 

In addition, the School ctxjpcratcs with other Schools of the 
University in joint and dual degree programs leadi ng t< j : 

M.S. in Health Polity and Management and Doctor of Medicine 

(M.D.) or Dcnti.stry (D.D.S.) 

M.P.H. and D<Ktor of Medicine (M.D.) 

M.P.H. and Dcxrtor of Dental Surgery (D.D.S.) 

M.P.H. and Master of Science in Nursing (M.S.) 

M.P.H. and Master of Science in Occupational Therapy (M.S.) 

M.P.H. and Master of Science in Human Nutrition (M.S.) 

M.P.H. and Master of Business Administration (M.B.A.) 

M.P.H. and Master of International Affairs (M.I.A.) 

M.P.H. and Masterof Public Administration (M.P.A.) 

M.P.H. and Masterof Science in Urban Planning (M.S.) 

M.P.H. and Master f)f Science in Social Work (M.S.). 

Additional information on programs can be found In ihc 
Degree Requirements xcx.\on of ihK Bulletin and in the Bulletins of 
the participating .schools. 

Completed application form and all supporting materials should be 
submitted by the following dates: 

Fall (September) Admission — May 15 
Spring (January) Admission — November 15 
Summer (May) Admission — April 15 

A limited number of openings may be available after these dates. 

Applicants who wish to be considered for financial aid, and 
international students who need visa documents are urged 
to apply well before the suggested dates shown above. 

Admission Requirements 

All applicants must have a bachelor's degree from a recognized 
university or college, show evidence of satisfactoiy preparation in 
quantitative subject areas, and have an acceptable academic 
record. Some previous professional or other relevant work experi- 
ence is highly desirable. In addition, .some Divisions and Program 
may have specific pre-admission requirements for particular pro- 
grams and tracks. Refer to the Academic Programs section of this 

All applicants to Dr.P.H. Programs must have earned the M.P.H. 
degree or its c(|uivalent. Applicants adinlllcd with other master's 
or doctoral degrees are usually required to take a number of 
predoctoral jiuhlic health courses, including the School's core 
courses. In considering applicants for admi.ssion for doctoral work, 
faculty consider records of academic ability and professional 
accomplishment.s and evidence of the applicant's potential to 
realize expressed goals. 

All applicants to Joint Degree Programs iriust submit a separate 
application to each of the participating schools, for example, in 
applying for the joint MP. 1 1. /M.B.A. degree program, an applicant 
must apply lo both the Si hool of Public Health and the (Joiumbia 


Business School. After receiving acceptance from each of the 
Schools the student becomes eligible to following joint degree 
guidelines. Early application to joint programs facilitates integra- 
tion of academic content, and is strongly encouraged. 

Special (Non-degree) Students: Applicants may be permitted to 
register as Special (Non-degree) students, to take courses for 
credit. For those special students intending to apply for degree 
status, no more than 12 credits may be taken before a review for 
matriculation is required. A change to degree candidate status may 
be made by reapplication to the School. Credits earned in 
non-degree status may then be applied to degree requirements if 
approved by the School. 

Applicants for non-degree status follow the same application 
procedures as other applicants, including submission of all materi- 
als included under the "Check list" below. 

Part-time Study. Masters and doctoral students are admitted on 
either a full-time or pan-time basis, although some programs 
admit only full-time students. Refer to Academic Programs. 
Pan-time students are expected to take no less than six credits per 
term. Course schedules contain a substantial number of evening 
courses; however, pan-time students will not be able to meet all 
course requirements during evening hours. Some day classes and 
perhaps a summer session may be needed to complete degree 
requirements. Pan-time candidates for the M.P.H. degree are 
expected to complete all degree requirements within a five-year 

Term of Entry: Academic terms begin in September, January, or 
May, although admission in September (Fall semester) is recom- 
mended where possible and may be required in some concentra- 
tions. Refer to Academic Programs. 

Application Procedures 

An application and recommendation forms are inserted at the back 
of this Bulletin. Additional applications are available from the 
School of Public Health, Office of Admissions, 600 West 168th 
Street, New York, N.Y. 10032. Applications will be reviewed when 
all of the following are received: 

• A completed application cover sheet. 

• Personal statement for Division/Program of choice — guidelines 
are provided on the application form. 

• Three references submitted in sealed and signed envelopes (see 
References below). 

• Official Transcripts in sealed envelopes from all colleges and 
universities attended (see Transcripts below). 

• G.R.E. General Test scores sent directly to the Admissions Office 
by the Educational Testing Service; T.O.E.F.L. scores for interna- 
tional applicants (see below). 

• Check or money order for $60 (U.S. currency) payable to 
Columbia University. This application fee is nonrefundable. 

References: Send the reference forms to the referees. The forms 
instruct the evaluators to enclose the reference in an envelope, seal 
and sign across the seal, and return the reference to the applicant. 
The sealed envelope must not be opened. Alternatively, references 

may be sent directly to the School Admissions Office by the 

Transcripts: The Admissions Committee requires an official tran- 
script from each of the colleges and universities listed on the 
application cover sheet. The registrar must send official transcripts 
directly to the Admissions Office. 

Graduate Record Examination (G.R.E.) General Test is a 

requirement for admission. An applicant may submit a written 
request for waiver of the G.R.E. if evidence is available in the 
applicant's academic transcripts or other standardized test scores 
of strong verbal and quantitative skills. Arrangements to take the 
Graduate Record Examination (G.R.E) General Test should be 
made by writing directly to Graduate Record Examinations, Educa- 
tional Testing Ser\'ice, Box 6000, Princeton, N.J. 08540-6000, or by 
calling (609) 771-7670. The test is offered several times a year. In 
addition to these scheduled test dates the G.R.E exam is given 
year-round by appointment in a computer based format. Special 
fees and locations apply. 

To report scores, use Institution Code No. 2159 and Department 
Code No. 50. 

A test score received on the Medical, Dental, Law, or Business 
School Admission Test (MCAT, DCAT, LSAT, GMAT) ma\' be 
acceptable as a substitute for the G.R.E.. at the discretion of the 
Admissions Committee. 

Interviews: Personal interviews are not required in all cases but 
may be requested by admissions reviewers. 

International Students 

Graduates of foreign colleges or uni\ersities who have completed 
an academic program equivalent to an American bachelor's degree 
are eligible to apply for admission. Applicants are required to 
submit with their application official cenified transcript(s) in 
English. Applicants should submit all materials in the "Checklist" 
above. In addition Test of English as a Foreign Language 
(T.O.E.F.L.) is required of all applicants whose native language is 
not English. Applicants who received their first university degree in 
an English speaking countr\' may request an exemption. Applicants 
with significant deficiencies in written and or spoken English may 
be required to take a diagnostic test in English when they arrive at 
the University to determine whether further langu;ige preparation 
is necessary before beginning studies in Public Health. One or 
more terms of coursework at the American Language Program 
(A.L.P.) at Columbia University- may be recommended or may be 
required before a student is permitted to earn degree credits. 
Information may be obtained directly from ALP. by writing or 

American Language Program, Columbia Universir\-, 

505 Lewisohn Hall. New York. N\' 1002''. USA 

Phone: (212) 85-1-3584; Fix: (212) 932-"7651; Telex: 220094 

Arrangements to take the Test of English as a Foreign Language 
should be made in writing directly to T.O.E.F.L.. Box 6151, 
Princeton. N.J. 08541-6151, U.S.A. Test results must be a\-ailable 
well in adx-ance of the semester in which the applicant plans to 


Health Requirements for 
Admitted Studems 

Medical Examination: A medical examination is requested of 
e\en- new ftjll-time student before registering in the School for the 
first time. This examination is to be administered by the student's 
own ph>-sician and reported on a special form which will be 
pro%ided to the student by Student Health Service for this purpose 
prior to registration. 

Immunization: Columbia University's policy, based on a New 
■\'ork State requirement, mandates that ALL students registered 
for 6 or more credits must prove immunity through blood 
tests to measles (rubeola), mumps and rubella (MMR) in 
order to register for classes. The only acceptable proof is a copy 
of the laboratorv- results of titers (blood tests) that clearly docu- 
ment immunity to these diseases. Proof must be sent the Student 
Health Service as soon as possible. 

Transfer Credits 

The iM.P.H. degree at the School of Public Health requires a total of 
45 points of academic credit. Following the successful completion 
of at least one term of course work in the School of Public Health, 
transfer credits from an accredited school may be granted toward 
M.P.H. degree requirements for graduate courses not counted 
toward another degree, and determined appropriate to the 
student's course of study in public health. No more than 15 credits 
may be transferred. 

Requests for transfer credit must be made in writing by the 
student, approved by an academic advisor in the student's Division 
or program and by the Dean's Office. Requests must be accompa- 
nied by adequate documentation (official transcript showing 
successfijl completion of course, course outline, etc.). 



Students are required to register in person at the beginning of each 
term. Registration dates are given in the Academic Calendar in 
this Bulletin. 

Students whose primary registration is in a school of the University 
other than the School of Public Health must have the instructor's 
permission for all courses to be taken at the School of Public 
Health and must complete a form available in the 
Office of Student Services. 

All students are asked to give Sfxial .Security numbers when 
registering in the University. International students will have one 
term in which to .secure a valid S<x:ial Security number. Instructions 
for obtaining a Social Security number are available in the Office f)f 
Student Services. 

Students who arc not citizens of the United States and who need 
authorizatifjn for special billing of tuition and/or fees to foreign 
iastituiions, agencies, or spfjnsors should bring a copy of the 
sponsorship letter to the office of Student Administrative Services. 
Special billing authorizatifjn is required of students bills are 
to be .sent to a third party for payment. 

Changes in Programs of Study 

Once registered, a .student may add or drop courses by filing a 
formal change-of-program application approved first by the 

student's advisor and then filed with the Office of Student 
Administrative Services during the change-of-program period (See 
Academic Calendar) . 

Students may drop courses after the change-of-program period by 
following the same procedure and obtaining approval of both their 
advisor and the Dean's Office. However, for individual courses 
dropped after the last day of the change-of-program period, no 
adjustment of tuition will be made. There is also a date in the 
Academic Calendar after which courses may not be dropped. 

Failure to attend classes or unofficial notification to the instruc- 
tor does not constitute dropping a course and will result in a 
grade oflJW (unofficial withdrawal). 


The grading .system is A, B, C, F, IN (Incomplete), R (Registered) 
and UW (Unofficial Withdrawal), with -H or - as applicable. A 
limited option is available. The grade of R credit is 
automatically assigned for Doctoral Research instruction (PH 
P99S0), and is an option for auditing other courses. Except for 
Doctoral Research Instruction, courses graded R do not count 
toward the course credits needed to meet degree requirements. All 
R credit courses require full tuition payment. Grades of 


"Incomplete" that remain one year from the time of the end of the 
course (grades due) are automatically converted to the grade UW. 

After the close of each term, a term grade report (listing courses 
taken and grades earned) is sent by the Registrar to the student. 
Periodically the student's record is sent to the Office of Student 
Services, which forwards this information to the student's aca- 
demic advisor. Students may also obtain their grades by phone 
using an identification number assigned to them by the University. 
The grades of students with failures or Incompletes are reported to 
the Academic Standards Committee of the School of Public Health. 

Grievance Procedure 

Questions about a course grade should be discussed first with the 
course instructor, and then with the Division or Program Head if 
necessary. In the case of a serious unresolved disagreement 
between a student and instructor concerning grades, an ad hoc 
committee of three members is appointed by the Dean of the 
School. The committee consists of two members from the Division 
offering the course and one member from another Division. The 
committee reviews the case with the instructor, and with the Dean 
when appropriate. 

Academic Standing 

Students are expected to maintain satisfactory academic standing 
at all times. A student's work in individual courses and in the 
program as a whole is reviewed regularly by the Office of the Dean 
and the student's faculty advisor. In cases where a student's 
academic standing is in question, consideration is given to the 
circumstances, and a recommendation about continued enroll- 
ment, where appropriate, is made by the Committee on Academic 
Standards appointed by the Dean. Normally, students with two or 
more grades of Incomplete may not be allowed to register for 
additional work. Students with failures are referred to the Commit- 
tee on Academic Standards. 

Requests for Transcripts 

The Family Educational RighLs and Privaq' Act of 1974 as amended 
prohibits the release of educational records by institutions without 
the specific written consent of the students or alumnus. Students 
or alumni may request copies of their records by writing to the 
office of Student Administrative Services, Room 141, Black Build- 
ing, 650 West 168th Street, New York, N.Y. 10032. 

There is a charge of $5 for the first transcript requested and $1 for 
each additional request when submitted together. There is no 
charge for intrauniversity copies sent between Universit\' offices. 
Transcript requests are processed in the order received and 
require five to seven working days for processing. Specific dead- 
lines should be mentioned, and checks accompan\ing requests 
should be made payable to Columbia Universit>-. 

Degree Application 

Degrees are awarded three times a year — in October, February, 
and May. A candidate for a Public Health degree must file an 
application which requires the signature of his/her academic 
advisor. The application form is available from the Office of 
Student Services. The last day to file for each degree is 

August 1 — October degree 
December 1 — February degree 
February 1 — May degree 

Applications received after these days will automatically be 
applied to the next conferral date. 

If the student is unable to complete degree requirements by the 
conferral date for which he or she has made application, the 
student must file another application. 

Honor Code 

In 1978 the Public Health School Assembly adopted an honor code 
relating specifically to student /faculty responsibilities in assuring 
academic integrity. Copies of the honor code are distributed to 
students at the beginning of each semester. 



The following fees, prescribed by statute, will be in effect for 
1993-1994 and are subject to change at the discretion of the 
Trustees. Students should anticipate increases in later years. 

University' charges such as tuition and fees and residence halls are 
subject to a FINANCE CHARGE if not paid when due. 

Health Service and Hospital Insurance Fees 

For all full-time students (optional for part-time students): 


For all courses, per point 

With the provision that the fee for a 
program of 15 to 19 points, per term is 

For praaicum/residency the fee, per term, is 

$ 550 



Columbia offers two monthly payment options through the follow- 
ing organizations. 

Academic Management Services (AMS) 

The AMS crjntract requires the student to make 10 monthly 
payments which are made directly to AMS. The first payment is due 
by May 15. Sub.sequent payments are due the fifteenth of each 
month. Payment on the student's behalf is made to the University 

The application fee is $45. There are no Interest or finance charges. 
Life insurance for the balance of the budgeted amount is included 
in the application fee 

Philadelphia National Bank (PNB) 

This program offers a flexible budgeting plan for tuition and 
non-tuition expenses paid through the University Bursar. Pay- 
ments arc a fixed amount spread over a period of 12 months. 
Participants must enroll In this program by July 15 and funds will be 
disbursed directly to the University Bursar once each term. 

The PNB option requires a credit-worthy co-maker, An origination 
fee of 2,5% is collected from the face amount of the disbursement 
at the lime it is transmitted to the University. An interest rate of 
11.25% is charged. 

& Spouse 

& Family 

Blue Cross Hospitalization 
Per year (Sept. 1-Aug. 31) 

Student Health Service 
Per year (Sept. 1-Aug. 31) 

Total health fees 










The student health service fee covers a comprehensive prepaid 
medical/surgical plan through Student Health Service. The hospi- 
tal insurance fee pays the annual premium for hospital coverage 
through Empire Blue Cross. Students who already carry hospital 
insurance may waive the fee upon presentation during the open 
enrollment period of proof of coverage. Participation in these 
programs is compulsory for all students registering for 12 or more 
points. Part-time students are encouraged to participate in the 
combined health plan. 

Upon payment of additional fees indicated above, students can also 
acquire the health service and hospital insurance coverage for their 
dependents. Enrollment in hospital insurance only is not permit- 
ted. Students should consult the Student Health Service for further 
information on dependent coverage. The Student Health Sei^vice, 
which holds daily office hours, is on the street level of Bard Haven 
Tower 1 (60 Haven Avenue) (212) 305-3400. 

Application Fee 

Application for admission 

Reservation Fee 

Fee for accepted applicant to hold a place 
in the entering class. Applied toward tuition 
upon registration. 

Late Registration Fees 

During late registration 
After late registration 



$ 50 

Withdrawal and Adjustment of Fees 

With llic (jassagc of I ligher Education Amendments of 1992 (Public 
l^w 102-325), the University is re(|uired to im|)lement a pro rata 
refund policy for students who do not register or who withdraw or 
otherwise fail to complete an enrollment period. Refunds are a 
percentage of charges (including tuition, dining, and housing) 
a.sse.ssed the student based on the date of the student's last day of 


attendance (separation) as reponed by the dean of the student's 


All students will be charged a withdrawal fee of $75- 

A refund calculation will be based on the last day of attendance; 
however, a student may be charged for services (e.g. housing, 
dining) utilized after the last day of attendance. These charges 
should not be paid with Title IV funds. 

Certain fees are not refundable: fees for services used prior to 
withdrawal, for materials and equipment purchased, for services 
that continue to be available after withdrawal, and fees paid to 
outside entities generally will not be refunded. Fees not subject to 
refund: health service, medical insurance/Blue Cross, catastrophic 
insurance, course-related fees (labs, etc.), dental kit, microscope, 
case books, disability insurance, malpractice insurance, materials 
fee, orientation fee, international services charge, late registration 
fee, late payment fee, finance charges, computer fee, withdrawal 

Students will not be entitled to any portion of a refund until all Title 
rv programs are credited and all outstanding charges have been 

Refunds will be credited in the following order: Federal Stafford 
Loans, Federal Supplemental Loan to Students (SLS), Federal PLUS 
Loans (when disbursed through the University), Federal Perkins 
Loan, Federal Pell Grant Program, Federal Supplemental Educa- 
tional Opportunity Grant Program. Other Title IV programs, 
non-Title FV funds, and, finally, any remaining credit balance to the 

The refund percentage is as follows (prorated for calendars of 
different durations): 

First week 100% refund 

Second week 90% 

Third week 80% 

Fourth week 80% 

Fifth week 70% 

sixth week 60% 

seventh week 60% 

eighth week 50% 

ninth week 40% 

After 9th week no adjustment 


The following figures are provided as guidelines to aid the student 
in planning a nine-month academic-year budget for living and 
educational expenses while attending the School. 


The University advises each student to open an account in one of 
the local banks as soon as he or she arrives in New York Cit\'. Since 
it often takes as long as three weeks for the first deposit to clear, 
the student should cover immediate expenses by bringing travelers' 
checks or a draft drawn on a local bank. Students who expect to 
receive traineeship or scholarship support from Columbia Univer- 
sity should be prepared to wait up to four weeks for the receipt of 
their initial stipend checks. 

Tuition and room rent may, of course, be paid by check, and any 
excess will be refunded to the student after the check has been 






.iving expenses 
(room, board, 
clothing, laundry, 
travel, sundries) 

educational expenses 
(tuition, fees, 
books and supplies, 
field travel) 




$27,899 $34,000 $35,337 

NOTE: The Student with dependents should add $250 a month for 
each dependent. 


At the Health Sciences Campus 

The University provides housing for single students and couples 
enrolled in approved full-time academic programs. 

Housing on the Health Sciences campus is coordinated through 
the Health Sciences Housing Office, Bard Hall, 50 Haven Avenue, 
New York, New York 10032. (212)305-6853. General housing 
information is available through both the Office Of Student 
Services and the Housing Office. Housing assignments are made 
on the basis of distance from campus, access to alternative housing 
or resources for commuting, date of receipt of application, and 
accommodation availability. Housing for couples at the Health 
Sciences Campus is available to married couples and couples li\ing 
in domestic pannership. Because of the limited availability' of such 
housing, the status of couples appKing for housing will t>e verified. 

A variet>' of housing options are available, from single dormitory 
rooms to studio apartments and suites. All single student accommo- 
dations are furnished; all ct)uples housing is unfurnished. Couples 
with children are eligible for the 2-and 3-bedr(xim apartments. 
Telephone service is not included in the monthly rental. All 
buildings have laundn' facilities. Elevator and doorman service is 
available in all buildings except 106 Haven Avenue. 

Off-Campus Housing listings are located at 650 West 168th Street, 
Room 2-460. These are rooms and apanments owned and oper- 
ated by landlords other than the Universir\' and are not subject to 
inspection or approval by the Universirv'. 

At the Momingside Campus 

Housing at the .Morningsale campus may be available to students 
in joint degree programs who are enrolled at the Momingside 
campus. Information on residence halls and unfurnished apart- 
ments at the Momingside campus may be obtained through the 
Residence Halls Assignments Oflice. 1 1 1 Wallach. New York, NY. 

Students who wish to live in rooms or apartments off campus on 
the Momingside area may consult the Registry' of Off-Campus 
Accommodations, 115 Hanley. Columbia Universit\'. New York, 
N.Y. 1002^, for information. A letter of admission or student l.D. 
must be in hand to this service. 


International House, a pri\-ately owned student residence near the 
Momingside campus, has accommodations for about seven hun- 
dred and fifh' students, both International and American. To be 
eligible for admission a student must be at least tw'enr\'-one years 
old and must be registered for at least 12 points or for a program of 
full-time research. Inquiries should be directed to the Admissions 
Office, International House, 500 Riverside Drive, New York, NY 
10027, (212) 316-8436. 

Financial Aid 

Complete current information concerning financial aid eligibility' 
requirements, borrowing limits, and conditions of repayment 
including deferment of loans may be obtained from the School's 
Financial Aid Officer, 600 West l68th Street, New York, NY 10032, 

General Lnfonnation 

Applicants for any type of financial assistance must provide the 
School with verification of their financial status by submitting 

• Graduate and Professional School Financial Aid Service Form 

• Free Application for Federal Student Aid (FAFSA)* 

• Copy of prior year federal income tax form 

• Financial aid transcripts from all undergraduate and 
graduate schools attended 

Applicants requesting financial aid should submit the above 
information by April 15 or two weeks after receiving their accep- 
tance letter, whichever date is later. (Applications will be accepted 
after April 15, but grant and traineeship support cannot be 
guaranteed to late applicants.) The applicant will hear from the 
Financial Aid office by June 30. In order to be considered for a 
traineeship or grant, both the GAPSFAS and FAFSA forms 
must be on file. Applicants are advised not to wait until they have 
been admitted to the Schcxjl to process these applications. 
Applicants who require assistance in completing these forms 
should consuli the School's Financial Aid Officer. 

In computing a student's need, the School uses the Schedule of 
Estimated Expenses established by the University to provide a 
student with a modest, but adequate, standard of living. These 
guidelines along with the information supplied on the GAPSFAS 
and FAFSA make it pfjssible for the Schcxjl to assess and verify a 
student's financial need. 

An applicant requesting financial aid is expected to apply for a 
Stafford Loan up to the maximum set by the state or the amount 
that can be certified by the Schtxjl. This requirement enables the 
School to increase the number of trainee-ships awarded to qualified 

Applicants enrolled in a joint degree program must be registered in 
the Sch(X)l of Public Health in order to be eligible for financial aid 
from the SchfXjl, 

International students, except those with Permanent Resident 
status, are not eligible ii>r the traineeship and government loan 

•Thtic forrm can be rha\nc<i by wriiing lo the S<.h(X)r« FInanciiil Aid Offic cr 

programs administered by the School and are advised to seek 
financial aid through their country' of citizenship, private founda- 
tions, and international agencies. 

Some of the School's Di\isions also administer their own Trainee- 
ships or fellowships in specialized areas of study. Inquiries regard- 
ing the availability of such funds should be forwarded to the 
directors of the respective training programs or to the student's 
Division or Program. 


The School of Public Health cooperates with the United States 
Public Health Service in offering Public Health Traineeships to 
persons from a variety of professional backgrounds who wish to 
enter in one of the severe shortage areas i.e., Epidemiology, 
Biostatistics, Environmental Sciences, and Nutrition. A traineeship 
is an award based on need, which will help to defray part of a 
student's educational expenses. The recipient of a traineeship is 
not required to perform services for the School. To be eligible for 
an award a student must be matriculated full time (at least 15 
points) or part time (at least 6 points) in a degree program. 

Traineeship awards for the Fall term are made in July. 


Any student who is a legal resident of New York State and will be a 
full-time degree candidate is entitled to apply for a TAP award. The 
amount of the award will be determined by the New York State 
Higher Education Services Corporation. The amount of this award 
is based upon the net t;ixable balance of the student's income and 
the income of those responsible for his or her support, as reported 
on the New York State income tax return for the previous calendar 
year. For purposes of assessing financial need, the School will 
assume that all eligible students have applied for a TAP atvard. 
Application forms and further information can be obtained from 
the New York State Higher Education Services Corporation, P.O. 
Box 15085, Albany, NY 12255. Applications for awards should be 
filed three months in advance of the beginning of the term for 
which the grant is to apply. To keep the student's record as 
comprehensive as po.ssible, the Financial Aid Officer should be 
notified when an award notice is received. 


Stafford Loan (formerly Guaranteed Student Loan [GSL] 

Commonly referred to as the "state loan" program, the Stafford is 
a federally insured, federally subsidized loan obtained through a 
bank, savings and loan association, credit unkin, or other participat- 
ing lender and is usually administered by a state guarantee agency. 
The miiximum amount a student may borrow for an academic year 
is $8,500. Repayment of interest and principal is usually deferred 
until after the student ceases at least half-time registration. 
Applications are available from participating lenders. Eligibility for 
a Stafford I/)an is limited to U.S. citizens and permanent residents 
who are degree candidates maintaining satisfactory academic 
[irogress, enrolled at least as a half-time student, and who can 
demonstrate financial need. In order to determine financial need, 
submission of a financial statement to the Graduate and Profes- 
sional School Financial Aid Service (GAPSFAS) and a Free Applica- 
tion for Federal Student Aid (FAFSA). Federal regulations require 
that certain information ccjncerning the student's financial status 
lie verified by the SchcKjI's Financial Aid Officer. Therefore, each 
applicant is also required to submit a copy of his or her most recent 
federal income tax return to the Financial Aid Officer. Complete 


current information concerning eligibility requirements, borrow- 
ing limits, and conditions of repayment may be obtained from the 
Financial Aid Officer. 

Supplemental Loans for Students (SLS) (formerly ALAS) 

Supplemental Loans for Students (SLS) are available to graduate 
students who are U.S. citizens or Permanent Residents, through a 
participating lender (bank, savings and loan, credit union). The SLS 
is a federally insured loan available for those who cannot demon- 
strate financial need according to Stafford criteria or who need to 
borrow funds in addition to a Stafford. Repayment of the SLS 
principal is deferred while the student is enrolled full time but 
interest payments must begin immediately. \Vhen combined with 
other resources, the SLS may not exceed the cost of attendance 
minus all other aid. The maximum borrowing limit is $10,000. 

Perkins Loan Program (formerly NDSL) 

The Perkins Loan Program, institutionally administered federal 
funds, is available to U.S. citizens and Permanent Residents who 
are degree candidates maintaining satisfactory academic progress, 
enrolled at least as half-time students and who demonstrate need 
that exceeds the Stafford. Federal regulations mandate that priority 
for Perkins Loans be assigned to students who show exceptional 
need, as determined by a federally approved need analysis. For this 
purpose, the GAPSFAS form and copies of income tax returns (see 
Stafford above) must be submitted. Repayment of interest and 
principal is deferred while the student is registered at least half 
time. Complete current information concerning eligibility require- 
ments, borrowing limits, and conditions of repayment may be 
obtained from the Financial Aid Officer. 

Federal Unsubsidlzed Loan Program 

Eligibility: The Federal Unsubsidlzed Loan Program has no income 
restrictions; the student does not have to demonstrate need to 
qualify. However the Financial Aid Officer must determine eligibil- 
ity for a Federal Stafford Loan before applying for the Federal 
Unsubsidlzed Stafford Loan. Students whose need is less than the 
loan limits for the Federal Stafford Loan will be able to borrow up 
to those loan limits under the Federal Unsubsidized Stafford Loan 

Loan Limits: Graduate students may borrow up to $8,500.00 per 
year. The cumulative maximum for a borrower is $65,000. 

Cost: Interest is charged at a variable rate of the Treasury Bill plus 
3.1% with a cap of 9%. An origination and insurance fee of 6.5% is 
deducted before the loan is disbursed. 


Graduate Research Assistantshlps (G.R^) 

G.R.A.'s are available on a selective basis to degree candidates. 
Students should consult the Division or Program in which they will 
do their major work for information on assistantshlps. 

Teaching Assistantshlps (T.A.) 

T.A.'s are available through Divisions to a limited number of 
students who have substantial preparation in the study area. 
Assistants divide their time between their studies and various 
tasks, helping faculty members in instruction, grading, and/or 
course administration. 

Work-Study Program 

Students who are interested in working part-time should consult 
the Financial Aid Officer about the Work-Study Program. Eligibility 
for the program is based on financial need as determined by the 

Financial Aid Officer (.see Stafford Loan, above). Through federal 
funds allocated for this program and administered by the Univer- 
sity, students with a demonstrated financial need, who are U.S. 
citizens or Permanent Residents, may choose from a variety of 
positions to help defray their cost of education. Students who will 
begin graduate work during the regular academic year may hold 
work-study positions during the summer prior to their first 

Part-time jobs are occasionally available to students who do not 
qualify- for work-study. Information on pan-time employment may 
be obtained from several sources on campus including Office of 
Student Services. 


Credit-Based Loan Programs 

There are a number of loan programs that are available to an 
individual student or a student with a co-maker based on credit 
wonhiness. These loans are not deferred and usually entail a 
higher interest rate than the Stafford Loan. However, they are 
useful to students unable to demonstrate financial need. Contact 
the Financial Aid Officer for additional information. 

Crown Columbia Loan Program 

Student must be deemed credit-ready (ha\ing no credit histors' or 
no negative credit history) and must be a U.S. citizen or permanent 
resident. The amount of educational and Columbia based loans are 
limited to 75% of the cost of attendance in any one year. The 
maximums for the in-school period van' according to profession. If 
the note is co-signed by a credit wonhy part\' ("Guarantor"), the 
interest rate on the loan will be 5% lower than a note without a 

Interest Rate Options: The interest rate is 8.5%. For students 
having a guarantor, the interest rate is 8%. 

Origination Fee: An origination fee of 3-5% will be deducted from 
the total amount of the loan prior to disbursement. 

Supplemental Education Loans for Graduate Students 

GRADSHARE: GradShare offer students and families an educa- 
tional loan with flexible repasTnent terms. Proceeds must be used 
solely for educational expenses. This program uses no government 
funds; it is supported entirely through private resources. 

Eligibilit>': The student must not have any current delinquencies. 
The co-borrower must have a satisfactory two-year credit histors', 
no current delinquencies, and minimum rwo-year emplosTnent 
histor\\ A student with no credit history' may also be eligible. 
Annual loan amounts range from $2,000 to $12,000 for students 
borrowing on their own behalf. Students who provide a co-maker 
may borrow from $2,000 to $15,000. Cumulative maximums vary 
according to degree program. The range is $33,000 to $100,000. A 
guarantee fee of 6% is deducted from the loan amount at the time 
the loan is disbursed. 

PEP: With a credit wonhy co-borrower the student m3\- borrow up 
to $20,000 annually, up to the cost of education minus any financial 
aid received, to an aggregate total of $80,000. PEP loan approval is 
based on the re\icw of the applicants' credit histor>' and ability to 

repay the loan. 

Veterans Benefits 

A veteran of the armed forces who has sen-ed on active dut>' for at 
least 180 da\-s and received an honorable discharge is eligible for 
veterans benefits. For funher information consult the regional 
Veterans Administration Office. 


New York City 

Students at the School benefit from the vast cultural and educa- 
tional resources of the cir\'. New York has the nation's largest 
concentration of theatres and museums including the Metropoli- 
tan Museum of An, the Museum of National Histor>^ and the 
Museum of Modem An. Every musical taste from classical to opera 
to rock, jazz, and country can be accommodated at world class 
level. Major dance companies perform regularly. Year round sports 
excitement is provided by the Yankees, Mets, Jets, Knicks, Rangers, 
and Forest Hills tennis championships. Restaurants abound, and 
virtually every cuisine is represented. 

The Campus 

The Columbia School of Public Health is located within the 
Columbia-Presbyterian Medical Center in nonhern Manhattan, an 
area of great historical and natural beauty. The campus is poised 
above the majestic Hudson River and enjoys a view of the George 
Washington Bridge and New Jersey Palisades. The campus is 
located five miles — or a 25-minute subway ride — from mid-town 

School and University 

All students enrolled in the Schwjl are entitled to the privileges and 
facilities of the Health Sciences Campus as well as the Morningside 
campus at Brtwdway and ll6th Street. The information below 
highlights .some of the services and benefits available to Public 
Health students. 

Within the Office of the Dean of the School of I'liblir lleaitii arc 
several units which provide direct service to students: 

Office of Student Services 

LfKated at Georgian Hall, 617 West 168th Street, 3rd Floor, this 
office assists students with a variety of academic and campus life 
problems, while fostering schofjl-wide communication through 
mailings and bulletin Ixiard postings. In carrying out its inffjrma- 
tion, crx.)rdinaiion, and student advocacy roles, the offi( e performs 
a number of tasks. Among ihcm are counseling prospective 
students, coordinating admissions reviews, maintaining the rec- 

ords of over 700 students in the School, providing visa services to 
international students, preparing and disseminating the semester 
course schedules, classroom scheduling, providing academic, 
administrative, and student information to faculty, and clearing 
students for graduation. Student Services also plans the major 
ceremonies and events of the academic year including orienta- 
tions, receptions and the School's graduation ceremony. It serves 
as liaison to other campus and university offices which provide 
services to students (registrar, health service, housing, etc.) and 
lends assistance and support to the activities of the Student 
Government Association. Students are welcome to visit the office 
to obtain information about school and university resources, or to 
seek advice or assistance with any matter which affects their 
academic performance. 

The Career Services Unit of the Office of Student Services 
provides a variety of services to students and alumni. The Unit 
receives notifications of openings for full and part-time positions, 
internships and volunteer positions from local, national, and 
international agencies. The/ofo Bulletin, which lists current oppor- 
tunities, is published monthly during the academic activities year. 
The Bulletin is available in the Office of Student Services and is by 
subscription to alumni. Career development activities are offered 
during the year, sponsored jointly by the Alumni Association, the 
Student Government Association, and the School. Through the 
annual Spring Job Fair, the Career Services unit provides students 
and alumni an opportunity to meet representatives of thirty or 
more health organizations. Career advice and networking referrals 
are available, and the career unit maintains a library which includes 
information on a range of public health related organizations and 
job opportunities. 

Office of Community and Minority Affairs 

The Office of Community and Minority Affairs (OCMA) provides 
Public I lealth students with opportunities to work on and 
public health service projects that serve New York's many commu- 
nities of color. Toward this end, OCMA students have assisted, for 
example, in the development of AIDS prevention programs, in the 
evaluation of service programs for homeless, 1 IfV-infected clients, 
and in the conduct of a household survey of the health status of 
African Americans, Students are assisted with practicum, resi- 
dency, and job placements, as well as with opportunities to dKscuss 
their experiences in the field with professional and student peers. 

Alumni Association 

The Alumni Assoiiation is governed by an elected Board of 
Directors c(jmf)rised of metnhers-at-large and executive officers. 
The Board meets bi-monthly to plan social and professional 
activities and functions. An annual spring conference is sponsored, 


focusing on a topic of professional interest to alumni and students. 
The Alumni Association also sponsors a reception for new and 
returning students each autumn, a dinner dance, and career 
development activities for students and alumni. 

The Alumni Office, headed by the Director of Development and 
Alumni Relations, is an administrative office of the School which 
serves as a liaison between the School and its alumni. The Office 
coordinates services and activities promoting a continued aware- 
ness of programs of the School and facilitating alumni involvement 
in and support of the School. The Office also coordinates efforts to 
identify and recognize Alumni for professional achievements and 
community service. 

Student Government Association 

The Student Government Association (SGA) is dedicated to 
improving student life on campus. Utilizing student activity fees, 
SGA organizes a variety of activities including social events, brown 
bag speaker series, and a student publication. Students participate 
on School and University committees, assist in alumni and school 
sponsored events, and maintain liaison with other student groups 
on the Health Sciences and Morningside campuses. 

Divisional Seminars 

Several Divisions of the School hold regularly scheduled seminars 
during the academic year which present special topics, method- 
ological advances, faculty or student work-in-progress, or outside 
speakers. Seminars are open to all students. Information on dates 
and presenters is available through the Divisions or through the 
Office of Student Services. 

Athletic Facilities 

The Bard Athletic Club on the Health Sciences Campus is a modern 
health club facility which includes a swimming pool, squash courts, 
a gymnasium, and fully equipped exercise room. It offers aerobics 
classes and scuba diving lessons. The Dodge Physical Fitness 
Center on the Morningside Campus has courts available for 
squash, handball, and racquetball, an indoor jogging track, weight 
room and swimming pool. The Center offers a range of non-credit 
physical education courses, and sponsors club sports. Additional 
athletic facilities including an all-weather track and tennis courts 
are available at the Baker Field Athletic Complex at 218th Street 
and Broadway. 

International Student Office 

The International Student Office, on the Morningside campus, 
provides information about international student clubs at Colum- 
bia and about opportunities to attend conferences, travel, and 
participate in community and cultural activities. Di.scount tickets 
to concerts and plays are available through this Office. Informa- 
tion can also be obtained there on Metro International, an 
organization which helps international students to make use of the 
cultural, ethnic, and professional resources of the city. The 
International Student Office sponsors various activities including 
tours throughout New York, and weekend trips to nearby cities. 
The office also offers seminars on employment, practical training. 
and tax reporting. 

Earl Hall Center 

This center, also on the Morningside campus, serves as a forum for 
religious, educational, advocaq'. cultural and social programs for 
both American and International students. Clerg>- of many denomi- 
nations have offices in Earl Hall and representatives of most major 
denominations can be reached through Earl Hall. 

Shuttle Service 

The Universit)' provides a shuttle service between the Health 
Sciences and Morningside Campus, free to anyone with a Univer- 
sity I.D. Schedules are available in the Office of Student Services. 


Students with permanent or temporary disabilities who wish to 
request special arrangements are urged to notify the Liaison 
Officer (Dr. William Van Wie, 600 West I68th Street, (212) 
305-3852/3927) for disability-related senices as early as possible. 
To allow adequate time for making such arrangements, please give 
at least eight weeks' notice before the start of the term involved. 
For taped texts or special housing arrangements, three-and-one- 
half months' notice is needed. General questions about services to 
students with permanent and temporary disabilities are coordi- 
nated through the Universit\' Office of Student Affairs. Students are 
encouraged to call or stop by the Office to discuss any academic 
accommodations they may need or other related concerns they 
may have. The Office is located in 305 Low Libran' on the 
Morningside Campus. Phone: (212) 854-2388, TDD:854-6794. 

Ombuds Office 

The Ombuds Office is a safe and confidential place to voice 
concerns. The Ombuds Officer will listen, offer information about 
Columbia Universir\- policies and procedures, present a range of 
options for resolving a problem, or help find ways to convey 
information while maintaining the confidentiality of the source. 
Additional information on this Office and its senices will t>e found 
in the University- Regulations section of this Bulletin. 

American Public Health 
Association (APHA) 

This is the major professional organization for the public health 
field. The Association holds an annual scientific meeting each Fall 
which can draw over 10,000 national and international participants. 
Students are urged to become members. Membership includes a 
subscription to The American Journal of Public Health, a peer- 
re\iewed journal, opportunities to interact with other profession- 
als, and job placement ser\'ices. Information on membership is 
available from the Office of Student Services or from American 
Public Health Association, 1015 15th Street N.W.. Washington D.C., 
20005, (202) -^89-5600 


Reservation of University Rights 

This bulletin is intended for the guidance of persons applying for 
or considering application for admission to Columbia University 
and for the guidance of Columbia students and facult)-. The bulletin 
sets forth in general the manner in which the University' intends to 
proceed with respect to the matters set forth herein, but the 
Universit\' resenes the right to depart without notice from the 
terms of this bulletin. The bulletin is not intended to be and should 
not be regarded as a contract ber^veen the University and any 
student or other person. 

Registration Status 

According to University' regulations, each person whose registra- 
tion has been completed will be considered a student of the 
University' during the term for which he or she is registered unless 
the student's connection with the University is officially severed by 
withdrawal or otherwise. No student registered in any school or 
college of the University shall at the same time be registered in any 
other school or college, either of Columbia University or of any 
other institution, without the specific authorization of the dean or 
direaor of the school or college of the University in which he or 
she Is first registered. 

The privileges of the University are not available to any student 
until he or she has completed registration, A student who is not 
officially registered for a University course may not attend the 
course unless granted auditing privileges. No student may register 
after the stated period unless he or she obtains the written consent 
of the appropriate dean or director. 

The University reserves the right to withhold the privilege of 
registration or any other University privilege from any person with 
unpaid Indebtedness to the University. 

The minimum residence requirement for each Columbia degree Is 
the equivalent of two terms of full-time course work (or 30 points) 
completed at Columbia University. A student who wl.shes to earn 
both a master's degree and a drxrtorate from Columbia should be 
aware that any advanced standing awarded for graduate work 
completed el.sewhere will ncn reduce the minimum residence 
required for obtaining both degrees. 

Students are held accountable for absences Incurred because of 
late enrollment, 


A student In gfKxl standing who must Interrupt his or her studies 
may be granted aleaveofab.senceffjrastated period, usually not lo 

exceed one year. Students must apply in writing to the Dean, 
stating the reason for and the period of the leave. 

Religious Holidays 

It Is the policy of the University to respect its members' obsei-vance 
of their major religious holidays. Officers of administration and of 
instruction responsible for the scheduling of required academic 
activities or essential services are expected to avoid conflict with 
such holidays as much as possible. Such activities Include examina- 
tions, registration, and various deadlines that are a part of the 
Academic Calendar. (See Academic Calendar for dates of religious 

Where scheduling conflicts prove unavoidable, no student will be 
penalized for absence because of religious reasons, and alternative 
means will be sought for satisfying the academic requirements 
involved. If a suitable arrangement cannot be worked out between 
the student and the instructor, students and instructors should 
consult the appropriate dean or director. If an additional appeal is 
needed, it maybe taken to the Provost. 

Academic Discipline 

The continuance of each student upon the rolls of the University, 
the receipt of academic credits, graduation, and the conferring of 
any degree or the granting of any certificates are strictly subject to 
the disciplinary powers of the University. 

Rules of University Conduct 

The Rules of University Conduct (Chapter XLl of the Statutes of the 
University) provide special disciplinaiy rules applicable to demon- 
strations, rallies, picketing, and the circulation of petitions. These 
rules are designed to protect the rights of free expression through 
peaceful demonstration while at the same time ensuring the 
proper functioning of the University and the protection of the 
rights of those who may be affected by such demonstrations. 

The Rules of University Conduct are University-wide and super- 
sede all other rules of any school or division. Minor violations of 
the Rules of Conduct are referred to the normal dlsclpllnaiy 
procedures of each School or Division ("Dean's discipline"). A 
student who Is charged with a serious violation of the Rules has the 
option of choosing Dean's discipline or a more formal hearing 
procedure provided in the Rules. 

All University faculty, students, and staff are responsible for 
compliance with the Rules of University Conduct. Copies of the full 
text are available at the Office of the University Senate, 406 Low 
Memorial Library, at the Office of Student Information Services, 
208 Philosophy, and at the Office of Student Activities, 206 Ferris 


Ombuds Office 

The Ombuds Officer is a neutral complaint-handler who seeks fair 
and equitable solutions to problems. The Ombuds Office serves 
the entire Columbia University community. In considering any 
given instance or concern, the rights of all panics that may be 
involved, along with the welfare of the University, are taken into 

The Ombuds Office is a safe and confidential place to voice 
concerns. No formal permanent records of individual cases are 
kept, except anonymous aggregate statistical data on the catego- 
ries of complaints or inquiries. The Ombuds Officer will not report 
the names of callers or visitors or the specific content of problems 
reported unless permission is granted, or in the very rare instance 
in which there is reasonable cause to believe that the safety of the 
caller or others may be endangered. 

Except in emergencies, the Ombuds Officer does not take action 
or investigate an issue without the permission of the person who 
introduced the information to the Ombuds Office. The Ombuds 
Officer will listen, offer information about Columbia University 
policies and procedures, present a range of options for resolving a 
problem, or help find ways to convey information while maintain- 
ing the confidentiality of the source. 

The Ombuds Officer may conduct an informal, impanial investiga- 
tion or facilitate a resolution upon request. However, the Ombuds 
Officer does not arbitrate or adjudicate. The Ombuds Officer has 
no power to establish, change, or set aside any University rules or 
policies. However, the Ombuds Officer is a resource for administra- 
tors and, when appropriate, may make recommendations or 
propose general changes in existing practices to correct problem 
areas or stimulate discussion of issues affecting the University 

The Ombuds Office supplements, but does not replace, the 
existing resources for conflict resolution and fair practice available 
at Columbia University. The Ombuds Office is independent of 
existing administrative structures and repons directly to the 
President of the University. 

For further information, contact Marsha Wagner, Ombuds Officer, 
or Use Afoy-Campbell, Administrative Assistant, in 659 Schermcr- 
horn Extension; (212) 854- 1234. 

Policy Statement on Discrimination and Harassment 

The following statement was adopted by the University Senate on 
April 27, 1990. 

As a great center of learning, Columbia Universit)' prides itself on 
being a community committed to free and open discourse, and to 
tolerance of differing views. We take pride, too, in preparing the 
leaders of our societ>' and exemplifsing the values we hope they 
will uphold. commitments are subverted by intolerance, 
bigotry and harassment. Even in recent histor\', we must recognize, 
race, ethnicity, religion, gender, sexual orientation, disability, and 
other irrelevancies have all occasioned attacks by the ignorant, the 
foolish, the sick, the evil. Instead of enjo>'ing our differences and 
the richness they bring to our shared lives, some have chosen to 
make the differences the targets of anger and hate. As a commu- 
nity, we are committed to the principle that individuals are to be 
treated as human beings rather than dehumanized by treatment as 
members of a categon' that represents only one aspect of their 

This Universit)' resolutely condemns conduct that makes such 
targets of our differences. The free exchange of ideas central to the 
University can take place only in an environment that is based on 
equal opportunity for admission to academic and other programs 
and to emplo>Tnent, and on freedom from behavior that stigma- 
tizes or victimizes others. All decisions concerning an individual's 
admission to or participation in any Universit)' program must be 
based on that individual's quiaifications, free of stigmatizing 
consideration of race, color, national or ethnic origin, religion, 
disabilitN', gender, sexual orientation, marital status, age, or citizen- 
ship status, or Vietnam Era or disabled veteran status. Columbia 
will not tolerate any behavior that harasses members of the 
communir>' on the basis of any of these qualities. Such behavior 
will be regarded as a violation of the standards of conduct required 
of any person associated with the University' and wll subject the 
person guilty of it to the full range of internal institutional 
discipline, including permanent separation. While mediation and 
consensual resolution are of course to be encouraged, we also 
recognize the right of all persons who believe themselves to have 
been the targets of such behavior to institute a formal grievance. 
Coercion to require them to overlook or retract their complaints 
fosters discrimination and harassment and is equally intolerable in 
our community'. 

It is not enough to be prepared to respond when ugliness appears. 
Members of a community' such as ours must work preventively as 
well, to ensure that all our dealings with each other are marked by 
decency and characterized by civilit)'. Columbia is committed to do 
what it can to engender mutual respect, understanding, and 
empathy. The University acknowledges a special responsbility to 
develop sensitivity to the concerns of those among us most 
vulnerable to discrimination and harassment. 

Columbia devotes its resources to these commitments in many 
ways. Particularly noteworthly are the President's Committee for 
the Promotion of Mutual Understanding and Ci\ilit>', charged with 
building a tolerant and vibrantly diverse communirv' among us, and 
the Office of Equal Opportunity and Affirmative Action, respon- 
sible for coordinating the University's resources for responding to 
incidents of alleged discrimination or harassment. Ms. Rosalind 
Fink is the Director of the Office of Equal Opponunit)- and 
Affirmative Action, which is located in 305 Low Memorial Libran'. 
The telephone numberof the office is 854-5511. 

Statement of Nondiscriminatory Policies 

The University is required by certain Federal statutes and adminis- 
trative regulations to publish the following statements. 

Consistent with the requirements of Title LX of the Education 
Amendments of 1972, as amended, and Pan 86 of 45 C.F.R.. the 
Universir\' does not discriminate on the basis of sex in the conduct 
or operation of its education programs or activities (including 
emploN'ment therein and admission thereto). Inquiries concerning 
the application of Title IX and Part 86 of 45 C.F.R. may lie referred 
to Ms. Rosalind S. Fink, the Director of the I'niversirv's Office of 
Equal Opportunity and Affirmative Action (305 Low Memorial 
Ubrar>-, New York, N.Y. 10027, telephone 212-854-5511). or to the 
Director, Office for Civil Rights (Region 11). 26 Federal Plaza, New 
York, N.Y. 10007. 

Columbia University' admits students of any race, color, national 
and ethnic origin to all the rights, privileges, programs, and 
activities generally accorded or made av-ailable to students at the 
Universit)'. It does not discriminate on the basis of race, color, 
national and ethnic origin in administration of its educational 


Momlngside Campus 

policies, admissions policies, scholarship and loan programs, and 
athletic and other Universit>'-administered programs. 
Consistent wth the requirements of Section 504 of the Rehabilita- 
tion Act of 1973, as amended, and Part 84 of -iS C.F.R., the 
Uni\'ersir\' does not discriminate on the basis of handicap in 
admission or access to, or emplo\Tnent in, its programs and 
acti\ities. Section 503 of the Rehabilitation Act of 1973 requires 
aftirmati\e action to employ and advance in employment qualified 
handicapped workers. 

The University' in addition desires to call attention to other laws 
and regulations that protect employees, students, and applicants. 
Tide VI of the Civil Rights Act of 1964, as amended, prohibits 
discrimination on the basis of race, color or national origin in 
programs or activities receiving Federal financial assistance. Title 
\1l of the Civil Rights Act of 1964, as amended, prohibits employ- 
ment discrimination because of race, color, religion, sex or national 
origin. Executive Order 11246, as amended, prohibits discrimina- 
tion in employment because of race, color, religion, sex or national 
origin and requires affirmative action to ensure equality of oppor- 
tunity in all aspects of emplo\Tnent. In addition. New York Human 
Rights Law, Article 15, Executive Law Section 296 prohibits discrimi- 
nation in employment because of marital status. 
The Equal Pay Act of 1963 prohibits discrimination on the basis of 
sex in rates of pay. The Age Discrimination in Employment Act of 
1967, as amended, prohibits discrimination in employment on the 
basis of age. 

The Columbia University Senate on December 1, 1978, passed a 
resolution announcing its general educational policy on discrimina- 
tion which reaffirms the University's commitment to nondiscrimi- 
natory policies in the above-mentioned categories, as well as its 
policy not to discriminate on the basis of sexual orientation. 
Section 402 of the Vietnam Era Veterans' Readjustment Assistance 
Act of 1974, as amended, prohibits job discrimination and requires 
affirmative action to employ and advance in employment c]ualified 
special disabled veterans and veterans of the Vietnam era. 
All employees, students, and applicants are protected from coer- 
cion, intimidation, interference or discrimination for filing a 
complaint or assisting in an investigation under any of the 
foregoing policies and laws. 

The University's Office of Equal Opportunity and Affirmative 
Action has ahso been designated to coordinate the University's 
compliance activities under each of the programs referred to 
above. Any employee who believes that he or she has been denied 
<.i|ual opportunity should contact this office, which will investigate 
complaints and counsel employees on questions relating to equal 
opportunity and affirmative action. 

Discrimination Grievance Procedure 

The I liiiverslly's Discrimination (iricvance Protedurc is available to 
enrolled students who feel that they have been the victims of 
sexual hara.ssmcnt or discrimination on the basis of race, religk)n, 
national or ethnic origin, sex, .sexual orientation, marital status, 
age, handicap, or Vietnam Era or qualified special disabled veteran 
status. A copy of the Procedure is available in the Office of Equal 
Opportunity and Affirmative Action, 305 I^)w Memorial Library 

A complaint under this procedure is initiated through completion 
of a Discrimination Complaint Form, also available in the Equal 
Opportunity Office. Staff in that office will assist in completing the 
fortTi and are available for confidential counseling and informal 
investigation of discrimination claims, 


Policy Statement on Sexual Harassment 

Federal Law (Title VII of the Civil Rights Act of 1964] provides that 
it shall be unlawful discriminatory practice for any employer, 
because of the sex of any person, to discharge without just cause, 
to refuse to hire, or otherwise to discriminate against that person 
with respect to any matter directly or indirectly related to employ- 
ment. Harassment of any employee on the basis of sex violates this 
federal law. 

To help clarify what is unlawful sexual harassment the Federal 
Equal Employment Opportunity Commission has issued Guide- 
lines on the subject. While the EEOC Guidelines apply only to 
faculty and other employees, the University prohibits sexual 
harassment of any member of the Columbia community, whether 
such harassment is aimed at students, faculty, or other employees, 
and violators will be subject to disciplinary action. Unwelcome 
sexual advances, requests for sexual favors, and other verbal or 
physical conduct of a sexual nature will constitute sexual harass- 
ment when: 

1. submission to such conduct is made either explicitly or 
implicitly a term or condition of an individual's employment; 

2. submission to or rejection of such conduct by an individual is 
used as the basis for academic or employment decisions 
affecting that individual; or, 

3. such conduct has the purpose or effect of unreasonably 
interfering with an individual's academic or work performance 
or creating an intimidating, hostile, or offensive academic or 
working environment. 

Any person who believes that he or she is being sexually harassed 
should seek a resolution of the problem through discussion with 
the person directly concerned. If this does not resolve the matter, 
or if there is a reluctance to deal directly with the per.son involved, 
the problem should then be brought to the attention of a member 
of the University Panel on Sexual Harassment. A list of current 
panelists follows. Advice may also be sought from the Office of 
Equal Opportunity and Affirmative Action (305 Low Library; 
854-5511). If these steps have not resolved the problem, the 
applicable University grievance procedure should be used, includ- 
ing the University Discrimination Grievance Procedure that is 
available if no other University grievance procedure is specifically 
applicable. No one at the University may retaliate in any way 
against a person who makes a claim of sexual harassment. 

Charge of the University Panel on Sexual Harassment 

The Columbia Panel on Sexual I larassment i.s compo.sed of tmsteti. 
accessible, and sympathetic members of the Universit\' community 
who act as mediators. Their goal is the protection and counseling 
of any member of the University who is made to feel personally 

pressured or uncomfortable because of the behavior of another 
University member who is in a position of power. Members of the 
Panel provide a safe, impartial, nonadversarial setting in which the 
problem can be considered or solved, through confidential counsel- 
ing and, when requested, mediation between the complainant and 
the alleged harasser. The Panel thus provides guidance and 
protection for the accused as well, identifying false or mistaken 
accusations, misunderstandings, or unconscious behavior. Panel 
members finally become a link through which the University can 
take account of, and take appropriate action against, those on 
campus who are behaving illegally. The Panel on Sexual Harass- 
ment is thus a timely, protective, and compassionate arm of the 
University, one which not only sensitizes and educates the Univer- 
sity community' but also demonstrates that Universit>''s commit- 
ment to fair treatment of all its members. 

Sexual Harassment Complaint Procedures 


1. A complainant comes to a Panel member with a complaint, to 
report an incident, or to seek advice. 

2. The Panel member obtains data through discussion with the 
complainant, but keeps no records. 

3. The Panel member selects one of the counseling or mediation 
options suggested by his or her training. 

4. If the case seems serious enough, the Panel member refers it 
to the Equal Opponunity, Affirmative Action Office. 


1. A formal investigation may be initiated in either of the 
following ways: 

a. A complainant files a formal grievance under the appli- 
cable Universirv' grievance procedure. This step may be 
taken at any time, either with or without consulting a 
Panel member. 

b. A Panel member, believing that further action in a particu- 
lar case might be appropriate, with the permission of the 
complainant, consults with the director of the EOAA office 
and the General Counsel or their designees. Consultations 
among the Panel member, General Counsel, and EOAA 
office may also occur in a of multiple complaints. 

2. All investigatorv' or formal actions taken will be conducted by 
the L'niversiry and not the Panel. 

Panel Membership List 

While Panelists are identified by location, school, or administrative 
area on this list, each of them is in fact available to any member of 
the Columbia community. Persons who feel uncomfortable speak- 
ing with "their " Panelists are encouraged to seek out a Panelist 
from elsewhere at the Universirv. 




Marv- McLeod 

Graduate School of . Architecture. 
Planning, and Presertation 
Associate Pnafessor 
306 BueU HaU 

Ann Bartel 

Graduate School of Business 

710 Uris 

Stephen H. Unger 

School of Engineering and Applied 


Department of Computer Science 


505 Computer Science 


Kenneth Goldstein 

School of Journalism 


608B Journalism 


William Young 

School of Law 
8W8 Law 

Samuel Miller 

School of Social Work 
Associate Professor 

711 McVickar 


(Columbia College, Graduate School of 
Arts and Sciences, School of General 
Studies, School of International and 
Public Affairs, and School of the Arts) 

Padma Desai 

Department of ticonomics 


1015 International Affairs 


Kathy Eden ^on leave, spring 1994) 
Department of English and 
Comparative Literature 
AssfKiate Professor 
40 lA Philos^jphy 

Ijtrry Enbcl 

Etlm Division 
Schfxjl of the Arts 

Vice Chairman 
503A Dodge 

Eric Foner (on leave, 1993-1994) 

Department of History 

DeVCin Clinton Professor of History 

620 Fayerweather, Box 16 


David Helfand 

Department of Physics 


1020 Pupin, Box 29 


Martha HoweU 

Department of History; Center for 
Women and Gender Studies 
Professor; Director 
763 Schermerhorn Ext. 


Joan Turner 

Associate Dean 

1415 School of International and Public 



Donna Badrig 

Columbia College 

Associate Dean for Administration 

417 Hamilton 


Mary Giannini 

Center for Career Services 

Executive Director 

Box 5432, Central Mail Room 



Angela Giral 

Avery Librarian 
230 Avery Library 


Constance Sancctta 

Senior Research Scientist 
Core Lab, Room 204 
Palisades, N.Y, 10964 


Michael Shacvitz 

Professor of Physics 
(914) 591-8100, ext. 247 


Jeanette Coy 

Harlem Hospital Center 

Administrator for Professional Services 

Obstetrics and Gynecology 

4133 Mlk Pavilion 

506 Lenox Avenue 


Marion Greenup 

Health Sciences Administration 

Departmental Administrator 


Babies Hospital South 1-104 


Rae Janet Jacobs-Cohen 

School of Nursing 
Assistant Professor 
122 Georgian Building 

Debra Kalmuss 

School of Public Health 

Associate Professor 

Center for Population and Family Health 

60 Haven Avenue, Level B-3 


Daniel W. Morrissey 

School of Public Health 

Assistant Professor of Clinical Behavioral 


Bard Hall, Box 227 


Marlene Moss-Myvert 

School of Dental and Oral Surgery 

Associate Professor of Clinical Dentistry 

Box 20 Physicians and Surgeons 


Katherine G. Nickerson 

College of Physicians and Surgeons 
Assistant Professor in Clinical Medicine 
Physicians and Surgeons 8-507 
305-3645, 8039 

Ethel Siris 

College of I'hysicians and Surgeons 
Associate Professor of Clinical Medicine 
Harkness Pavilion 

Debra Wolgemuth 

College of Physicians and Surgeons 
Associate Professor of Genetics 
1613 Black Building 


Absence, leave of, 82 

Academic calendar, 4-6 

Academic discipline, 82 

Academic resources, 12-20 

Academic standing, 75 

Administrative officers and staff, 11 

Admissions, 72-74 

Alumni Association, 80 

American Language Program, 73 

Athletic facilities, 81 

Application deadlines, requirements, 

Application for degree, 75 
Application for admission, 93 
Attendance, 82 

Biostatistics, 8, Program in, 27-31 

Calendar, academic, 4-6 

Campus map. Health Sciences, Inside 
back cover 

Career Services, 80 

Centers, Columbia-Presbyterian Cancer 
Center, Columbia-Presbyterian Medical 
Center, Geriatrics and Gerontology, 
Gertrude H. Sergievsky Center, Harlem 
Center for Health Promotion and 
Disease Prevention, HFV Center, 
Institute of Human Nutrition, National 
Center for Children and Poveny, 
Population and Family Health, Public 
Health Institute for AIDS Prevention, 
Training and Research, 13-18 

Changes in programs of study, 74 

Concentrations, see Academic Programs, 

Core curriculum, 21 

Courses of instruction: Biostatistics, 29-31; 
Environmental Sciences, 34-37; 
Epidemiology, 41-43; General, 44—45; 
Geriatrics and Gerontology, 47-48; 
Health Policy and Management, 52-56; 
Population and Family Health, 59-61; 
Public Health Nutrition, 63; 
Sociomedical Sciences, 67-71 

Course numbering, key to, 25 

Credit requirements and policies, 21-24 

Cross registration, 74 

Degree Conferral and application, 75 
Degree requirements, 21-24 
Disability services, 81 
Discrimination and Harassment, Policy 

Statement, 83 
Doctoral Research Instruction, 22, 25, 

grading, 74 
Doctoral degree requirements, Dr.P.H., 

Ph.D., 22-23 
Dual degree programs, 23-24, 52, 62-63 

Emeritus Professors, 11 
Employment, student, 79 
English proficiency, 73 
Environmental Sciences, 8, Program in, 

Epidemiology, 8; Program in, 38-43 
Executive MPH Program, 8, 22, 51, 59 
Expenses, estimated, 77 

Faculty, index, 88 

Fee payment policies and deadlines, 76-77 
Financial aid, general, 78-79; international 
students, 78 


General Public Health, Program in, 44-45 

Geriatrics and Gerontolog>', 8, Program in, 

Grades, 74 

Graduate Record Examination (,GRE), 73 
Graduation, application for, 75 
Grievance Procedure, grading, 74 

discrimination, 84 

Health PolitT and Management, 8, 

Program in, -(9-56 
Health Promotion/Disease Prevention 

Tnck. see Sociomedical Sciences, 65, 66 
Health requirements for admitted 

students, 74 
Health Senice, Student, 76 
History of School, 7-8 
Honor Code, 75 
Housing, 77-78 

Incomplete grades, 74 
Institutes, see Centers, 13-18 
International Health, see Population and 
Family Health. 57-61 

International Student Office, 81 
International students: admissions, 73 
financial aid, 78, services, 81 

Joint degree programs, 8, 23-24 

Key to course listings, 25 

Late registration fees, 76 

Libraries, 12 

Loans, student, see Financial Aid, 78-79 

Master's essay, 22 

Master's degree requirements, M.P.H., 

Executive M.P.H., M.S., 21-22 
Measles, mumps, and rubella 

immunization, 74 
Medical Background Exam, 21 
Medical /Health Ph\'sics,see 

Environmental Sciences, 33-34 

New 'Vork City Department of Health, 18, 

Non-degree study, 73 
NondiscriminatoA' policies, statement of, 

Nutrition, Public Health. 8, Program in, 


Occupational Medicine, see 

Environmental Sciences, 33. 34 
Ombuds Office, University, 81, 83 

Pan-time study, 73 

Population and Family Health, 8. Center 

for, 14, Program in, 57-61 
Practicum requirement, 21, 22, 

registration, 25 
Programs of study, changes in, 74 

Registration, 74, 82 
Regulations, L!niwrsit\-. 82-84 
Research programs of sch(xil. 10 
Research interests of faculty: Biostatistics. 
2"; En\ironmental Sciences. 33; 
Epidemiologv'. 40; Geriatrics and 
Gcront(>log\\ 46; Health Policy and 
Management, SI: Population and Family 
Health. S8; Scxiomedical Sciences 65, 


Religious holida>'S. 4, 82 
Reservation of Universit\' Rights, 82 
Resideno- programs, Occupational 

Medicine, 33, 34; Public Health and 

Preventive Medicine, 44 
Residency requirements, 22, 82 

Service activities of School, 10 
Sexual Harassment, Protection Against, 
Policy- Statement on, 85-86 

Shuttle service between campuses, 81 
Sociomedical Sciences, 8, Program in, 

Special (non-degree) students, 73 
Student Government Association, 81 

Terms, Academic, 25 
Test of English as a Foreign Language 
(TOEFL), 73 

Toxicology, see Environmental Sciences, 

Transcripts, request for, 75 
Transfer Credit, 74 
Tropical Medicine, 8, 71 
Tuition and fees, 76-77 

University Regulations, 82-84 

Withdrawal and adjustment of fees, 76-77 


Aidala, Angela A., 65 
Alben, DavidA.,49 
Allegrante, John P., 64 
Alley, Frederick D., 50 
Allison, Theodore, 50 
Amols, Howard I, 32 
Andrews, Leslie R., 32 
Andrulis, Dennis P., 50 
Armstrong, Bruce, 57 
Arons, Raymond R., 50 
Arpadi, Stephen, 39 
Ashkenase, Donald L., 50 
Bailit, Howard L., 49 
Barber-Madden, Rosemary, 57 
Barr, Judith, 64 
Bassin, Marc, 50 
Bayer, Ronald, 64 
Beazoglou, Tryfon J., 50 
Begg, Melissa D., 27 
Bcllin, towcll E., 49 
Bengen, Barbara, 50 
Bennett, Ruth, 46 
Berkley, Scth F., 38 
Berkowitz, Gertrud S., 39 
Bemardik, Elizabeth, 58 
Bemsiein, Alan B,, 58 
Benin, Joan, 57 
Blaner, William S„ 58, 62 
BIcchman, Manin C, 33 
Blustcln, Janice, 49 
B^mnichak, Fxlward A., 39 
B<-/wer, Bill L., 58 
Brandt-Rauf, PaulW,,32 
Braren-Josephson, Margery, 64 
Brenner, David J., 32 
Brown, Lawrence D,, 49 
Brunswick, Ann F., 64 

Budnick, Lawrence, 33 
Buriage, Robb K., 50 
Califano, Joseph A., 49 
Capps, Linnea, 39 
Carlson, Dennis, 58 
Carmichaei, L. David, 39 
Carothers, Adelaide M., 32 
Carpenter, Arvind V,, 33 
Carr, Willine, 50 
Caton, Carol, 64 
Challenor, Bernard, 49 
Chavkin, Wendy, 57 
Cherkasky, Martin, 50 
Chiasson, Mary Ann, 39 
Chilton, NealW, 27 
Choolfaian, Annette, 50 
Christman, Edward A., 33 
Chu, Benjamin, 50 
Cicateiii, M. Barbara, 58 
Clark, Noreen M., 49 
Cohen, Patricia R., 38 
Colombotos, John L, 64 
Coluccio, Vincent M., 33 
Conncrs, Ronald B., 49 
Cook, Rebecca J., 58 
Corcoran, Jf)scph P., 50 
Cowell, Catherine, 57 
Cropper, Jean B., 33 
Cross, Audrey Tittle, 57, 62 
Cunningham, Nicholas, 57 
Cunningham, Merle C, 50 
Curran, Anita Stiles, 50 
Cushman, Linda F., 58 
Dallari, Sueii G,, 58 
Davidson, Andrew R., 11, 57 
Davies, Mark, 27 
Davis, Samuel, 49 
Dean, Uura I-ee, 65 
Dcmarcf), Victor G., 50 
Despommier, Dickson D,, 32 

Dickerson, O. Bruce, 33 
Dieck, Gretchen, 39 
Diene, Ismail T., 58 
Dohrenwend, Bruce P., 38 
Dreher, Melanie C, 50 
Dreskin, Ronald B., 50 
Dryfoos, Joy G., 57 
Durkin, Maureen S., 39 
Elinson, Jack, 11, 65 
Ellis, Herman M., 33 
Ellis, Charlotte, 65 
Esser, Peter D,, 32 
Evans, David, 64 
Factor-Litvak, Pamela, 39 
Fallon, L. Fleming, Jr., 33 
Farmer, John J., 50 
Fein, Oliver T., 49 
Findley, Sally E., 57 
Fink, Raymond, 65 
Fisher, Stanley, 65 
Fitzig, Charmaine M., 50 
Fleiss, Joseph L., 27 
Francis, Charles K., 49 
Freedman, Lynn P., 58 
Frejka, Tomas, 57 
Frcudenberg, Nicholas, 50 
Frieden, Thomas R., 39 
Friedewald, William T., 38 
Friedman, Stephen M., 39 
Fruchtbaum, Harold, 49 
Fullilovc, Mindy, 64 
Fullilovc, Robert E., 11, 64 
Gallagher, Peggy, 27 
Gambuti, Gary, 50 
Gammon, Marilie D., 39 
Garfield, Richard M, 39 
Garrett, Kiitherinc H,, 50 
Gelijns Pannenborg, Anne C, 49 
Gellin, Bruce G., 39 
Gelman, Anna C, 39 


Gemson, Donald H., 64 
Ginsberg, David Lawrence, 50 
Giied, Sherry A.M. ,49 
Gold, William E., 50 
Goldberg, Doris, 50 
Golden, Anne L., 39 
Goldstein, Michael D., 32 
Goldstein, Inge F., 38 
Goldwater, Leonard J., 11 
Goodman, Ann B., 39 
Gordon, Gail Marie, 50 
Gorman, Sheila A., 49 
Gorosh, Martin E., 57 
Gould, MadelynS., 38 
Graham, Nancy, 50 
Grau, Lois A., 49 
Graziano, Joseph P., 32 
Griesmer, Margaret M., 51 
Grossi, Margaret T., 51 
Grunberger, Dezider, 11 
Gurland, Barry J., 46 
Gutterman, Elane M., 50 
Haberman, Paul W., 65 
Hale, Cecilia A., 27 
Hamburg, Margaret A., 50 
Harber, Leonard €., 32 
Harris, David, 51 
Harrison, Seth, 51 
Hashim, Sami A., 57 
Hasin, Deborah S., 38 
Hatch, Maureen C., 38 
Hathaway, James A., 32 
Hauser, W. Allen, 38 
Healton, Cheryl, 11,64 
Herman, Ellis M., 33 
Hermo, Henry, Jr, 32 
Hodge, Susan E., 27 
Hopper, Kim, 65 
Hoven, Christina, 39 
Huebner, Wendy W., 39 
Idema, Cathy, 51 
Lsaacs, Stephen L., 57 
Jeffrey, Alan M., 32 
Johansen, Sonja, 50 
Jones, Judith E., 57 
Jones-Jessop, Dorothy, 65 
Kalmuss, Debra, 57 
Kamara, Angela J., 58 
Kandel, Denise B., 64 
Karp, Robert, 58 
Karpe, Henr\' R., 50 
Kastan, John, 50 
Katz, Sidney, 11 
Katz, Michael, 11 
Kavaler, Florence, 51 
Kelly, Lucie S,, 11 
Kern, Rochelle, 65 
Killeffer, Eloise H. P., 46 
Kirchner, Corinne, 65 
Kleinert, Edward L., 51 
Kline, Jennie K., 38 
Koblin, Beryl, 39 

Krasner, Melvin L, 51 
Krim, Mathilde, 49 
Kuder.JohnM., 50 
Lane, Stuan M., 51 
Langseth, Lillian P., 32, 62 
Lauro, Donald J., 58 
Leach, David E., 51 
Lebow, Morton, 58 
Lederman, Sally A., 57, 62 
Lee, Mary Gwo-Shu, 32 
Leiman, Joan M., 50 
Lennon, Mary Clare, 64 
Leung, Joyce T., 58 
Levin, Bruce, 27 
Levin, Arthur A., 51 
Levin, Betty W,, 64 
Lewy, Robert, 32 
Lindenihal, JacobJ., 51 
Link, Bruce G., 38 
Lipton, James A., 65 
Litwak, Eugene, 64 
Lo, Shaw-Hwa., 27 
Loewenstein, Regina, 51 
Longo, Daniel R, 51 
Lovell, Anne M., 65 
Maine, Deborah P., 58 
Maley, Robin A., 51 
Marbach, Joseph, 64 
Markowitz, Jeffrey S,, 50 
Markowitz,Jill, 58 
Markowitz, Robert, 51 
Marshall, Stephen E., 49 
Mathews, Curtis, Jr., 33 
May, Paul S., 39 
Mayer, Jack, 33 
Mayeux, Richard, 38 
McCann, Michael, 33 
McCarthy, James, 57 
McLean, Diane E., 39 
McNamara, Regina, 58 
Meier, Paul, 2~! 
Mendez, Ariel Pablos, 39 
Messeri, Peter A., 64 
Michaels, Glenna R., 51 
Miller, Patricia A., 46 
Mo, Lin H, 51 
Morabia, Alfredo, 39 
Morrissey. Daniel W., 50 
Murphy, Debra, 64 
Musgrave, Stanley. 58 
Mustalish, Anthony C, 51 
Namerow, Pearila. 57 
Neugut, Alfred L, 38 
Ng, Stephen K.C., 39 
Nickoloff, Edward L., 32 
Nikias, Mata K., 64 
Novick, Lloyd F., 49 
O'Brien. James J.. 50 
O'Connor, Michael P.. 11. 50 
O'Hare, Donna, 51 
Obiri, Godwin L'., 39 
Orleans, Carole Tracy, 64 
Ochsner, Michele L., 65 

Ottman, Ruth, 38 
Paik, Myunghee, 27 
Pakter, Jean, 58 
Pantel, Ernestine S., 51 
Parides, Michael K., 27 
Pearson, Thomas A., 38 
Perera, Frederica P., 32 
Philliber, Susan G., 57 
Pierce, James M., 51 
Pinkett-Heller, Marcia L., 50 
Pizzarello, Louis D., 49 
Pollack, Amy, 58 
Raith, Peter M., 51 
Ramirez De Arellano, Annette, 51 
Randolph, Linda A., 58 
Raphael, Karen G., 39 
Rapoport, Mark S., 58 
Rauh, Virginia A., 57 
Raveis, Victoria H., 65 
Reisinger, Anne L., 50 
Richardson, Hila E., 46 
Rips, Jill, 65 
Risley, Virginia A., 33 
Rock, Marjorie A., 51 
Rogatz, Peter, 51 
Rosario, Margaret, 65 
Rosenberg, Zeil, 58 
Rosenberg, Stephen N., -19 
Rosenblum. .Arnold E., 50 
Rosenblut, Alan 11, 51 
Rosenbluth, Lucille, 65 
Rosenfield, Allan, 11 
Ross, John A., 5'' 
Ross, Donald C, 27 
Rothenberg, Eleanore, 50 
Rozovski, S.Jaime. 58 
Sacco, Ralph, 39 
Santella, Regina M., 32 
Saul, Shura, 46 
Schoenberg, Janet B., 39 
Schwartz, Lisa R.. 58 
Schwartz, Sharon B., 39 
Schwarz-Miller. Jan, 33 
Shea, Steven. 38 
Shedlin, Michele G., 58 
Shen. Thomas T., 33 
Sherman, Eugene, 33 
Shrout, Patrick E.. 27 
Siegmann, Athilia, 65 
Snow, Barn- R., 50 
Solimano, Giorgio R., 57 
Soto. Patricia A. 51 
Sparer. Michael 5., 50 
Spilerman, Se\Tnour, 64 
Stamm, Joseph B.. 51 
Stefanidis. Marina. 33 
Stein. ZenaA.. 11.38,39 
Stellman. Jeanne M.. 32 
Stemhagen. Annette, 39 
Stevens, Cladd E.. 38 
Sionebumer, Rand L, 39 
Strelnick, Alvin, 51 


Struening. Elmer, 38 
Stry-ker, Scon. 39 
Stue\e. Charione A., 39 
Sudit. .VhTiam. 65 
Surick. IlonaW.. 51 
Susser, Mer^^-n W., 11, 39 
Swartz. Barbara E., 58 
Swencionis. Charles, 65 
Tallon. James R.. Jr, 50 
Talmage, David A., 58, 62 
Teichman, Ronald F., 33 
Tepper, LvTin M.. 46 
Terenzio, Joseph V., 49 
Thomas. Richard S.. 50 
Tiezzi, Lorraine. 58 
Toner. John A.. 46 
Toussie, Sam R., 39 
Tsai, Wei-Yann, 27 
Turgeon, Livia, 27 

Utidjian, Haig-Michael D., 33 
Valencia, Elie S.. 65 
Van Devanter. Nana'. 64 
van Dyke. Frank W., 11 
VanWie, VC'illiamA., 11,57 
Vance, Carole S., 65 
Vasgird, Daniel R., 65 
Vasselli, Joseph R., 58 
Velez, C. Noemi, 65 
Vieland, VeronicaJ., 27 
Walter, Heather J., 58 
Ward, Victoria M., 58 
Wawer, Maria J., 57 
Weinberg, Alan D., 27 
Weinstein, 1. Bernard, 32 
Weisfijse, Isaac B., 39 
Weiss, RobenJ., 11 
Weiss, Eugene M., 58 

Weissman. Myrna, 38 
Westhoff, Caroiy-n L,, 38 
Wickramaratne, PriyaJ., 27 
Williams. Roger W., 11 
Wilson, Thomas W., 39 
Wilt, Susan A, 39, 62 
Wishik, Samuel M., 11 
Wohltman,JohnW.,Jr, 51 
Wolfe, Samuel, 11 
Wolfson, Elaine M., 5r 
Wray.JoeD., 11 
Xie. Fang, 27 
Zaider, Marco, 32 
Zhang, Yu-Jing, 33 
Zheng, Wei, 32 
Ziegler, Michael L., 50 
Zimmerman, llise A., 51 
Zucker, Richard P., 50 

Columbia in New York City 

1. Baker Field 

2. The Cloisters 

3. Columbia Health Sciences Campus 

4. American Geographical Society, The Museum 

of the American Indian, The Hispanic 
Society of America, The American 
Numismatic Society, The Academy of Arts 
and Letters 

5. City College of New York 

6. Grant's Tomb and Riverside Park 

7. Riverside Church 

8. The Cathedral Church of St. John the Divine 

9. Equity Library Theatre 

10. Yankee Stadium 

1 1 . The Museum of the City of New York 

12. The Guggenheim Museum 

13. The Metropolitan Museum of Art 

14. The American Museum of Natural 

History/Hayden Planetarium 

15. The Whitney Museum 

16. Gracie Mansion 

17. Hunter College 

18. The Frick Collecrion 

19. Temple Emanu-El 

20. Central Park Zoo 

21. Lincoln Center for the Performing Arts/The 

Metropolitan Opera House, Avery Fisher 
Hall, Alice Tully Hall, New York State 
Theatre, Vivian Beaumont Theatre, The 
Julliard School, The Librar>' and Museum of 
Performing Arts 

22. Carnegie Hall 

23. Broadway Theatre District 

24. Times Square 

25. Port Authority Bus Terminal 

26. Rockefeller Center/Radio City Music Hall 

27. The Museum of Modern Art 

28. St. Patrick's Cathedral 

29. Grand Central Terminal 

30. Chrysler Building 

31. United Nations Headquarters 

32. The New York Public Library 

33. Jacob Javits Convention Center 

34. Madison Square Garden/Pennsylvania Station 

35. Pierpont Morgan Library 

36. Empire State Building 

37. St. Mark's Church 

38. Washington Square Park/Greenwich Village 

39. New York University 

40. Lower East Side 

41. Chinatown 

42. Little Italy 

43. Centre Street/Courthouse District 

44. City Hall 

45. Trinity Church 

46. Wall Street/Stock Exchange 

47. Worid Trade Center 

48. Fraunces Tavern 

49. Statue of Libert)' 

50. Statcn Island Ferry 

51. South Street Seaport 

Application Checklist 

A completed application consists of the following: 

1. Application Form. 

2. Persona] statement for Division or Program of choice. 

3 Graduate Record Examination (GRE) Scores. MCAT, GMAT or DAT tnay be 

considered in place of GRE. In addition TOEFL is required for international students. 

4. Official transcripts from all undergraduate and graduate schools attended. 

5. Three letters of reference. 

6. Application Fee of U.S. $60.00. 

Early application and Fall admission are encouraged for all programs. Admissions in the Executive 
M.P.H. Program, Geriatrics and Gerontology, and Population and Family Health, are restricted to 
the Fall term. 

Applicants who wish to be considered for financial aid, and international students who 
need visa documents, are urged to apply well before the suggested dates shown below. 

Suggested Application Dates: Completed application form and all supporting materials should 

be submitted by the following dates: 

Fall (September) Admission May 15 

Spring (January) Admission November 15 

Summer (May) Admission April 15 

A limited number of openings may be available after these dates. 

Further information may be found in the Admissions section of the Bulletin or may be obtained 
from the Office of Student Services, (212) 305-3927. 

Columbia University in the City of New York 


Office- of Admissions 

Office Location: 617 West 168th Street. 3rd Fl(K)r 

Mailing Address: 600 West 168th Street 

New York, N.Y. 10032 

Telephone: (212) 30S-3927 


1. Name 


Preferred term of enrollment: D September 19 D Januar\- 19 — D May 19 — 

D Full-time D Pan-time 

Social security number. 

(liist) (fir>t) (miikllf) (prL-\ious 

2. Address (indicate with an x where you wish correspondence sent, and phone preference). 
D Permanent 

n Temporary. 

Phone numbers: 

D I)av 

I I E\L'ninK 


3. Sex; □ Male 

4. Date of birth _ 

D Female 


(optional ) Place of birth . 

5. Citizenship: D U.S. D U.S. Permanent Resident D Non-U.S.: 

Visa Type . 

ID held n desired 

6. Ethnic Origin (optional) 

n American Indian/Alaskan Native 
n Asian/Pacific Lslander 

n African American 
D East Indian 
n Hispanic 

n White 
D Other 

PROGRAM PREFERENCE Degree and program to which you are seeking admission. Check Academic Programs .section of this Bulletin for 
appropriate combination of degree and concentration. 

7. Degree (check one): 
Single Degree: 

n Ma,sterofPublic Health (MPH) 
n Ma.sterof Science (MS) 
n Doctor of Public Health (DrPH) 
D Executive MPH 

D Health Services Management 
D Maternal Child Health Option 
D Special (Non-Degree) 















MPl 1/MS-Occupatlonal Thcr;ipy 

MPll MBA-Business 

MPH MS-Urban Planning 

MPl 1/MS-Social Work 

MPH MIA-International Affairs 

MPH/ MPA-Public Affairs 




MPIl/MS Public Health Nutrition 

8. Concentration (check one; use "A" for alternate [second] choice): 

D Biostatistics 

n Environmental Sciences 

D Medical/Health Physics 

D Toxicology 

D Occupational Medicine Residenc\' 
D Epidemiology 
n Geriatrics and Gcrontolog\- 
n Health Policy and Management 
D Population and Family I lealth 

n Maternal Child Health in the United States 

D Population and Family Health in IX-veloping Countries 
n Sociomedical Sciences 

D Health Promotion /Disease Pre\ention 
D General Public 1 lealth 
D Other 

Nutrition f(Kus within one of the alxne for 

MPH/MS Public Health Nutritit)n or DrPII program. 

Admissions Code 
Special Code 









9. List in reverse chronological order, college, universin', graduate and professional schools you ha\ e attended. Transcripts siioiild he sent 
direaly to Admissions Office b>' the College or University. 

.Name of School 


Dates attended 
From To 

Mo. Yr. Mo.A'r. 







10. Academic honors 

11. Professional licenses (include dates and states) 

12. List standardized exams you did will take and scores if known. Official scores should be .sent directly to Admissions Office b\- the testing 

Other Specify' _ 






13. How many years of health related experience will you have by your anticipated enrollment at the School? 

14. List work experience in reverse chronological order. (Attach additional sheets if necessary.) This section must be completed. A resume 
or curriculum vitae may be anached but cannot be substituted for the information requested below. 

Check if 



Name & Address 
of Employer 

Job Title & Description 
of Major Duties 


Full or 
Part Time 


REFERENCES (list here if known, or submit as soon as possible.) 

15. List the names of three (3) Individuals with knowledge of your abilities in the areas of academic aptitude and achievement and/or in 
carrying out professional work and responsibilities. Recent academic and professional supervisors iMvrcnvd. I'kasc arrange lo have 
these individuals .send iciters of reference. See instructions on recommendation form. 




PERSONAL STATEMENT (Attach to application, or submit as soon as ccjmplcted.) 

16. Please attach a typfwritten statement of no more than 400 words describing why you wish lo enroll jn ilu-, your intercsi in ilic 
areaCs) f)f concentration specified, rela(ionshi|) of [jrior education and experience to public hrallli, ajiil circcrobjcc lives. (I' besLire 
tf) include name on statement.) 


17. Please cnclfjse application fee of $6(J.{X> (check i>t money order made out to (;olumbia University; ie(|uiied for processing. 

18. How did you learn alxjut the Columbia School of Public i lealth? 

19. Arc you planning to apply for Financial Aid? D yes D ncj (See School Bulletin for Financial Aid informatitm) 


600 West 168th Street 
New York, N.Y. 10032 


Letter of Recommendation 

I. To the applicant: 

This form is to be given to a person familiar with vour academic, professional, or personal qualifications. (Please refer to the instructions for 
completing the application for admission in the Admissions Procedures chapter of the bulletin before designating vour reference.) 


Address . 

Under the Buckley Amentimcnt, students at Columbia University' arc permitted to sec tlicir academic records under certain 
conditions. I hereby waive D [retain D] the rights thus granted me to see this letter of recommendation should I become a student 
at die Columbia Universirv' School of Public Health. 

Signature of .\pplicant 

II. To. 

{ .Applicant to fill in name ofpcrson providing reference) 

The above-named person is applving for admission to the School of Public Health of Columbia Universitv' and has given your name as a 
reference. Would you please comment on the applicant's major strengths and weaknesses \\ ith regard to graduate studv and a career in public 
health. If you have known die applicant as an emplovee of your organization, please include an evaluation of his or her job performance. 
Please supplv anv additional information which might help the Admissions Committee in considering the applicant and return this 
recommendation form to the applicant in an enxelope uith \'our signanire across the seal. The applicant will then submit the scaled, signed 
envelope as part of the completed application to the School of Public Health. 

(continue on rn<asc sidt if necessary) 



Organization/College . 




Letter of Recommendation (contiuiicd) 


New York, N.Y. 10032 

Letter of Recommendation 


I. To the applicant: 

This form is to be given to a person familiar with your academic, professional, or personal qualifications. (Please refer to the instructions for 
completing the application for admission in the Admissions Procedures chapter of the bulletin before designating vour reference.) 


Address . 

Under the Buckley Amendment, students at Columbia Universit)' are permitted to sec their academic records under certain 
conditions. I hereby waive D [retain D] the rights thus granted me to see this letter of recommendation should I become a student 
at the Columbia University School of Public Health. 

II. To. 

I.AppIiunt to fill in name of person providing reference) 

The above-named person is applying for admission to the School of Public Health of Columbia Universir\' and has given vour name as a 
reference. Would \ou please comment on the applicant's major strengths and weaknesses with regard to graduate study and a career in public 
health. If you ha\e known the applicant as an employee of your organization, please include an e\aluation of his or her job performance. 
Please supply any additional information which might help the Admissions Committee in considering the applicant and return this 
recommendation form to the applicant in an envelope with your signature across die .seal. The applicant will then submit the sealed, signed 
envelope as part of the completed application to the School of Public Health. 

(contmiie on reverse side if necessary) 



Organization/College . 


Addrc.s.s . 


Letter of Recommendation (cou tinned) 


600 West 168rli Street 
New York, N.Y. 10032 


Letter of Recommendation 

I. To the applicant: 

This form is to be given to a person familiar with your academic, professional, or personal qualifications. (Please refer to the instructions for 
completing the application for admission in the Admissions Procedures chapter of the bulletin before designating vour reference. ) 



Address . 

Under the Buckley Amendment, students at Columbia University are permitted to see their academic records under certain 
conditions. I hereby waive D [retain D] the rights thus granted me to sec this letter of recommendation should I become a student 
at the Columbia Universirs- School of Public Health. 

Signamrc of Applic 

n. To. 

( Applicmt to fin in njmc of person providing reference) 

The above-named person is applying for admission to the School of Public Health of Columbia Universit\' and has given vour name as a 
reference. Would you please comment on the applicant's major strengths and weaknesses with regard to graduate stud\' and a career in public 
health. If you have known the applicant as an employee of your organization, please include an evaluation of his or her job performance. supply any additional information which might help die Admissions Committee in considering the applicant and return this 
recommendation form to the applicant in an envelope widi your signature across die seal. The applicant will then submit the sealed, signed 
envelope as part of the completed application to the School of Public Health. 

(continue on ra'crscside if necessary) 



Organization /College . 

Date . 

Address . 


Letter of Recommendation [coittiuiicd) 






Health Sciences Campus 



Bard Hall and Bard-Haven Towers: Dormitor>- and apariment- 
stylc housing for students. 

P.I. and Kolb: New York State Psychiatric Institute, including the 
Lawrence C. Kolb Research Building and Psychiatric Institute 

Hammer: Julius and Armand I lammer Health Sciences Center and 
Augustus C. Long Health Sciences Library' 

Neuro: The Neurological Institute of New York 

MUstein: The Milstein Hospital Building 

Atchley: The Dana W. Atchley Pavilion 

Nursing: School of Nursing 

Black: William Black Medical Research Building 

P&S and Alumni Auditorium: The College of Physicians and 

Surgeons Building and the Alumni Auditorium 

V.C: Vanderbilt Clinic, which has more than 100 clinics, group 

practices, and the emergence' service. It houses the Schcxil of 
Dental and Oral Surgery. 

Public Health: School of Public Health in the Washington Heights 
Health Center. Dean's Office is housed in same building as 


Presbyterian: The Presbuerian Hospital Building 

Harkness: Harkness Pavilion 

Chapel: The Pauline A. Hanford Memorial Chajxrl 

Babies Hospital: Babies Hospital Building North and South and 
Sloane Hospital for Women 

Eye: The Edward S. Eye Institute and irseaa-h lab<irato- 

Service: Service Building 

Map courtesy of the Office of External Relations. Columbia 
University Health Sciences